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The effect of program complexity on low-achieving students’ learning: 4th grade multiplication as an example
PROCEEDINGS

, , Department of e-Learning Design and Management, National Chiayi University, Taiwan, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study aims to explore the differences between low and high achievers’ learning in computer-based environment. This is a small-scale pilot study involving 6 elementary school students. Students were assigned into 3 groups with different CAI programs, in which the interface varied from simple to complicated. Students in Group 1 were provided with a simple computer-based lecture program. Students in Group 2 were provided with the same lecture plus an interactive drill. Group 3 was provided with the same lecture plus an interactive game. Students’ pre- and post- test performance, learning perception, and program manipulation were recorded. This study found: 1) Low achievers had better learning improvement and perception toward programs with a simple interface; 2) Low achievers’ academic improvement occurred at a higher cognitive level; 3) Low achievers might engage more in a drill mode than in a game mode. Further research with more participants is necessary to confirm the results.

Citation

Wang, P.Y. & Lu, Y.H. (2011). The effect of program complexity on low-achieving students’ learning: 4th grade multiplication as an example. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2103-2110). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 11, 2020 from .

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