Touchy feely vectors: A compensatory design approach to support model‐based reasoning in developing country classrooms.
Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer‐based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling t...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 2; pp. 446 - 475 |
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| Autores principales: | , , , , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149219011&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149219011 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2021 vid: 37 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 149219011 146840318 149219011 149219011 10.1111/jcal.12500 149219011 ppf: 446 ppct: 29 formats: tig: atl: Touchy feely vectors: A compensatory design approach to support model‐based reasoning in developing country classrooms. aug: au: Karnam, DurgaPrasad Agrawal, Harshit Parte, Pranay Ranjan, Saurabh Borar, Priyanka Kurup, Prasanna Prakash Joel, Amose Jebin Srinivasan, Pattamadai Sankaran Suryawanshi, Uddhav Sule, Aniket Chandrasekharan, Sanjay affil: Learning Sciences Research Group, Homi Bhabha Centre for Science Education, TIFR, Mumbai, India sug: subj: Models, Educational Systems Design Learning Environment Developing Countries Funding Source Human Models, Statistical Computer-Assisted Instruction Systems Implementation Simulations Cognition Pilot Studies Pretest-Posttest Design Questionnaires Students, College Teaching Methods Videorecording India Outcomes of Education ab: Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer‐based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling topics in STEM, is underexplored. We report a 3‐year design study examining this potential in the Indian context, testing two iterations of an interactive system, Touchy‐Feely Vectors (TFV). The design supports learning vectors, a modelling topic pre‐university students struggle with. Virtual lesson‐plans were co‐designed with teachers to augment — but not replace — their existing practices, and to address classroom and resource constraints. Pre‐post testing of TFV‐1 (a computer‐based prototype) showed that it helped students develop a more integrated vector concept, and improved their reasoning. Field‐implementation of TFV‐2 (a textbook‐linked touch‐screen based design) in 6‐classrooms (3‐Control, N=135; 3‐Experimental, N=131) showed that it fostered cognitive engagement in average‐students and geometry‐algebra integration (model‐based reasoning) in good‐students. These results, along with a requirements analysis based on textbooks, indicate that the interaction possibilities supported by different representational media critically shape student reasoning. The study also illustrates a systematic approach to design and test digital media systems that support cognitive augmentation in developing countries. Lay description: What is already known about this topic: Computational modelling is central to model‐based reasoning (MBR) in contemporary scientific practice. Education needs to change to support this new way of thinking. However, it is not clear how this could be done systematically in developing countries.Textbooks are thus not replaceable in developing nation contexts, and any digital media designed to help develop model‐based reasoning in students would need to work with textbooks and existing teaching/learning practice. It is unclear how this could be done.When learning basic model‐based reasoning using static textbook media, students struggle with core MBR topics like vectors. What this paper adds: The paper reports a 3‐year design‐based study, where a vector simulation system was developed (Touchy‐Feely Vectors), which addressed the following issues. Addressing 2 above, the study illustrates a design that builds on static textbook media and associated practices.Addressing 3 above, a 2‐phase field test of the design (N = 266) showed that the system changes student reasoning, towards better integration of algebra and geometry, while reasoning with vectors.Addressing 1 above, the study provides a new model to implement the learning of modelling using interactive simulations, in developing country classrooms.Addressing 1 above, the study offers a clear model for designing such interventions in developing country contexts.More broadly, the study reveals how the nature of the medium used to present science content changes student cognition and reasoning. Implications for practice and/or policy: For curricula: The design we present can be extended easily, to develop similar systems for other topics. The design also illustrates how teachers adopt technology when they participate in the design.For policy: This design provides a workable policy alternative to the costly model of the digital medium replacing current media and its teaching/learning practices.For Research and Pedagogy: Our results suggest that researchers and teachers need to examine the capabilities and constraints of different media while analysing learning difficulties, and develop ways to address these issues pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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