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Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools

Zhang, Jingjing; Gao, Ming; Holmes, Wayne; Mavrikis, Manolis and Ma, Ning (2019). Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools. Interactive Learning Environments (Early Access).

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/10494820.2019.1620290
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Abstract

Feedback in exploratory learning systems has been depicted as an important contributor to encourage exploration. However, few studies have explored learners’ interaction patterns associated with feedback and the use of external representations in exploratory learning environments. This study used Fractions Lab, an exploratory learning environment for mathematics, to facilitate children’s conceptual understanding of fractions in three Chinese schools. Students (n = 189) from six different classes were invited to use Fractions Lab, and 260,000 event logs were collected. Beyond demonstrating the overall efficacy of the approach, lag sequential analysis supported us in approaching a deeper understanding of patterns of interaction. The findings highlight that the design of three-levels of feedback (Socratic, guidance, and didactic-procedural feedback) played different roles in supporting students to use external representations to perform mathematical tasks in an exploratory learning environment. This study sheds light on how these interaction patterns might be applied to the Fractions Lab system in order to provide increasingly tailored support, based on cultural differences, to enhance students’ technology-mediated learning experiences.

Item Type: Journal Item
Copyright Holders: 2019 Informa UK Limited, trading as Taylor & Francis Group
ISSN: 1744-5191
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetAICFE-IO-013Data-informed Learning Design for Future Schools of Beijing Advanced Innovation Center for Future Education (AICFE), Beijing Normal University, China
Not SetBNU-2019Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University
Keywords: ITS; feedback; external representation; exploratory learning; maths education
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Institute of Educational Technology (IET)
Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 61367
Depositing User: Wayne Holmes
Date Deposited: 23 May 2019 13:57
Last Modified: 22 Nov 2019 09:50
URI: http://oro.open.ac.uk/id/eprint/61367
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