Interviewed students reported that VMs supported learning (understanding, quick feedback, correcting mistakes) and independence from the teacher, but also reported fatigue, stress, distraction, and repetitive examples¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Eight EG students interviewed about their experiences reported positive themes including understanding better, quick feedback, correcting misunderstandings, and feeling independent from the teacher. → Çakıroğlu 2014 q1 i? Students also reported negative experiences including getting tired, getting stressed, distracted attention, and similar repetitive examples on projects. → Çakıroğlu 2014 (2)

Evidence¶

Çakıroğlu 2014¶

Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12

q1 · i? · causal · r2

Thematic analysis of interviews with eight EG students (two below average, four average, two above average, selected by web usage rates) produced themes of enhancing learning, attitude toward the course, and behaviors during the course. One student said "Sometimes the VMs were a teacher for me; I took quick feedbacks".

"It was seen that participants stated feeling comfortable with independence from the teacher and they felt comfortable learning from mistakes."

Çakıroğlu 2014 (2)¶

Çakıroğlu, Ü. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/10.14689/ejer.2014.55.12

q1 · i? · causal · r2

The interview theme table records negative sub-themes with frequencies: get tired (f=2), get stressed (f=6), distracted attention (f=1), similar examples on projects (f=7), and anxiety about exams (f=5). The author notes these responses were parallel to results of other web-based PBL applications.

"The students indicated that sometimes they got tired and got stressed about not being able to bring up the projects in the limited given time. Also, a few students explained that their attention grew distracted sometimes on the Internet."

Discussion¶

Related Claims¶

• Tenth-grade students in a PBL environment enriched with virtual manipulatives significantly outperformed students in a traditional PBL environment on an achievement test in Polynomials and Quadratic Equations — related
• Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related
• Both the VM-enriched ePBL group and the traditional PBL group showed statistically significant achievement gains from pre-test to post-test — related
• Web records showed all fifteen virtual manipulatives were used across the three projects, with usage frequencies between 17 and 28 — related