Copy the page URI to the clipboard
Mavrikis, Manolis; Holmes, Wayne; Zhang, Jingjing and Ma, Ning
(2018).
DOI: https://doi.org/10.1007/978-3-319-93846-2_38
Abstract
In a bid to better understand cultural differences and feed into the design of an exploratory learning environment for learning fractions in China, we conducted a study in three schools in Beijing. A mixed methods protocol was followed involving 186 children. In this paper, we report several results, including a paired t-test suggesting a significant difference between pre- and post-tests and effect sizes warranting further research. Beyond learning gains, we also report preliminary results from analysis of student interaction data that points to similarities as well as differences between UK and China. This is important because it helps us determine next steps in terms of the design, implementation and integration of the technology in the two contexts, and raises future hypothesis.