Premium
Gender comparative research on learning strategies applying the cognitive‐motor model methodology and VISIR remote lab
Author(s) -
BlazquezMerino Manuel,
GarciaLoro Felix,
PlazaMerino Pedro,
LópezRey Africa,
San CristobalRuiz Elio,
CastroGil Manuel A.,
Albert Mª José
Publication year - 2019
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22121
Subject(s) - computer science , cognition , motor learning , resource (disambiguation) , electricity , motor skill , electric motor , mathematics education , psychology , human–computer interaction , simulation , engineering , developmental psychology , electrical engineering , computer network , neuroscience
The research work hereby presented shows some findings about the different ways used by girls and boys, at secondary school, to assimilate the electricity concepts and electric magnitudes to be able to design and assemble electric circuits. The methodology applied to learning, the cognitive‐motor model (CMM), is also presented, and it is based on the mutual interaction of cognitive skills and motor capabilities. Students have followed a specific course designed under CMM specifications. The course contains a combination of theoretical activities and practical tasks by means of which cognitive and motor skills have been measured. To carry out the practical tasks, the Virtual Instrument Systems in a reality remote lab have been used by students as the technical resource. In the study, different learning strategies between male and female students, what affects each gender effectiveness, and learning performance have been found.