English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Digital instructional tools, such as virtual manipulatives, have been widely adopted as an enhanced approach to inquiry-based learning. However, the optimal ratio of mobile devices to students in instructional settings remain controversial. This research introduced a counterbalanced quasi-experiment to compare the learning performance and group-process satisfaction (GS) of primary school students under various settings of mobile device-student ratios (1:1 or 1:m) and external scripts (ES, with or without). A total of 128 sixth graders (11 drop-outs in the second-round experiment) in four elementary-school classes adopted physics simulations on tablet PCs as virtual manipulatives (VMs). Group worksheets and posttests were administered during and after the inquiry process to assess students’ inquiry performance and knowledge acquisition. The analyses revealed that students under the 1:m condition significantly outperformed their peers in the 1:1 condition in both subterms, concept understanding (CU) and problem-solving (PS), but no significant difference was found in knowledge acquisition (KA). ES showed no effect on students’ learning performance. VMs that students used in collaborative tasks operated separately on each tablet PC, which may have distracted learners’ joint attention. Hence, the collaboration patterns were observed and discussed. Four potential collaboration patterns are discussed at the end of this paper.

interactive learning environments

Comparison of the effects of 1:1 and 1:m CSCL environments with virtual manipulatives for scientific inquiry-based learning: a counterbalanced quasi-experimental study