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Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge

Mavrikis, Manolis; Rummel, Nikol; Wiedmann, Michael; Loibl, Katharina; Holmes, Wayne; (2022) Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Educational Technology Research and Development 10.1007/s11423-022-10104-0. (In press). Green open access

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Abstract

Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing exploratory tasks, and an intelligent tutoring system, providing structured tasks, fosters procedural and conceptual knowledge more than the intelligent tutoring system alone. Participants were 121 students from the UK (aged 8–10 years old) and 151 students from Germany (aged 10–12 years old) who were studying equivalent fractions. Results confirmed that students learning with a combination of exploratory and structured tasks gained more conceptual knowledge and equal procedural knowledge compared to students learning with structured tasks only. This supports the use of different but complementary educational technologies, interleaving exploratory and structured tasks, to achieve a “combination effect” that fosters robust fractions knowledge.

Type: Article
Title: Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11423-022-10104-0
Publisher version: https://doi.org/10.1007/s11423-022-10104-0
Language: English
Additional information: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Keywords: Intelligent tutoring systems, Interactive learning environments, Applications in subject areas (mathematics), Elementary education, Interdisciplinary projects
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10147018
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