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SUMMARY:ANALYSING THE EFFECTIVENESS OF A COMBINATION OF DIFFERENT TYPES OF
FEEDBACK IN A DIGITAL TEXTBOOK FOR PRIMARY LEVEL
DTSTART;VALUE=DATE-TIME:20190916T143000Z
DTEND;VALUE=DATE-TIME:20190916T163000Z
DTSTAMP;VALUE=DATE-TIME:20210917T091444Z
UID:indico-contribution-12-133@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Sebastian Rezat ()\nFeedback is widely acknowledged
as an important influential factor on learning and achievement. The fact t
hat interactive digital learning tools constantly provide feedback to lear
ners’ actions with the contents is indeed one of the most emphasized adv
antages of learning with digital tools. While there is a growing body of r
esearch related to adaptive feedback based on artificial intelligence in e
ducation\, there still is the need to understand less sophisticated ways o
f implementing feedback into educational technologies like digital textboo
ks\, which promise to be implementable at a large scale. The study present
ed in this paper\, analyses the effectiveness of a particular combination
of different feedback types that are offered in a digital mathematics text
book for the elementary level. The results show a low effectiveness of the
different types of feedback. Based on this result\, possibilities of deve
loping and evaluating more effective feedback in digital textbooks are out
lined.\n\nhttps://tagung.math.uni-paderborn.de/event/1/contributions/133/
LOCATION: O1 258
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/133/
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SUMMARY:HOW DO STUDENTS USE DIGITAL TEXTBOOKS?
DTSTART;VALUE=DATE-TIME:20190916T143000Z
DTEND;VALUE=DATE-TIME:20190916T163000Z
DTSTAMP;VALUE=DATE-TIME:20210917T091444Z
UID:indico-contribution-12-102@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Maximilian Pohl (University of Duisburg-Essen)\nWith
the transition from printed to digital textbooks the hope of new forms of
textbook concepts is coexistent. On the one hand\, this means that due to
the digital nature new structural features of textbooks can be realised\,
but on the other hand\, the effects on the learning of mathematics and on
the use of textbook elements by the learner is of great research importan
ce. Therefore\, this contribution addresses a structural analysis of digit
al mathematics textbooks as well as an empirical study of student uses of
textbook elements with the aim of identifying usages of textbook elements
for the learning of mathematics.\n\nhttps://tagung.math.uni-paderborn.de/e
vent/1/contributions/102/
LOCATION: O1 258
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/102/
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SUMMARY:Investigating students’ engagement during mathematics instructio
n: Analyzing interactive textbook work while learning fractions
DTSTART;VALUE=DATE-TIME:20190916T143000Z
DTEND;VALUE=DATE-TIME:20190916T163000Z
DTSTAMP;VALUE=DATE-TIME:20210917T091444Z
UID:indico-contribution-12-58@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Stefan Hoch (Technical University of Munich)\nDigita
l textbooks in mathematics lessons offer new ways to assess and analyze st
udents’ engagement in natural school contexts. In this study we ask how
learning opportunities are pursued by students when using interactive text
books on touchscreen devices and whether students can be distinguished bas
ed on their interactions with the textbook. Furthermore\, it was investiga
ted whether students’ engagement in interactive textbook work is connect
ed to individual characteristics and mathematical achievement.\n\n253 six-
graders (110 girls) took part in an intervention study on fractions. Stude
nts were taught basic fraction concepts using a recently developed interac
tive textbook for iPads (eBook). We focus on log data from three writing-t
o-learn activities in the eBook\, i.e.\, worked on topic\; number of words
written\; time spent on task\; wrote correct answers\; used mathematical
language. Performance was assessed in a paper-based pre- and posttest on f
ractions.\n\nCluster analysis based on log data revealed four different gr
oups of students. Analyses showed that achievement in the fraction posttes
t and gender distribution differed between the four groups.\n\nOur approac
h offers a new way of assessing students’ engagement in mathematics inst
ruction using interactive textbooks as a measurement device. This offers r
ich possibilities to measure students’ engagement in natural school cont
exts\, its relation to learning processes\, and its role in digitally-supp
orted learning environments.\n\nhttps://tagung.math.uni-paderborn.de/event
/1/contributions/58/
LOCATION: O1 258
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/58/
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