Abstract It is argued that Khan Academy (KA) is a useful platform for learning math. However, little research has been conducted on how learners perceive using KA. The case study examined the effectiveness of KA combined with traditional learning, as perceived by secondary students (N = 27) in math. Qualitative tools included a reflective diary accompanied by semi-structured interviews. Main categories emerging from content analysis were the teacher, the student, teacher-student relations, subject and content, and learning environment. Main findings show: 1. students perceived themselves as independent learners, investing in and aware of their functions as learners, more committed to the subject of math. 2. Teachers using KA were perceived as more professional, dedicated, connected to students' needs, and innovative. 3. KA was perceived as encouraging independence, available, and more interesting than books. 4. Learning math via KA was more motivating and enjoyable. 5. The teacher-student relationship was the emotional and motivational basis perceived as more important than the innovative learning environment. The main conclusion is that KA is effective in promoting personalization, independence and innovative teaching-learning processes. However, the teacher's mediation of cognitive and emotional learning is crucial. Hence, teachers should exploit KA while creating and maintaining direct lines of teacher-student interaction.

中文翻译：

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可汗学院的有效性：以数学中学生的认知为例

摘要 有人认为可汗学院 (KA) 是学习数学的有用平台。然而，关于学习者如何使用 KA 进行感知的研究很少。案例研究检验了 KA 与传统学习相结合的有效性，正如中学生（N = 27）所认为的那样。定性工具包括带有半结构化访谈的反思日记。内容分析中出现的主要类别是教师、学生、师生关系、学科和内容以及学习环境。主要发现表明： 1. 学生认为自己是独立的学习者，投资并意识到他们作为学习者的功能，更致力于数学学科。2. 使用 KA 的教师被认为更专业、更敬业、更贴近学生的需求和创新。3. KA 被认为鼓励独立、可用且比书籍更有趣。4.通过KA学习数学更有动力和乐趣。5. 师生关系是被认为比创新学习环境更重要的情感和动机基础。主要结论是 KA 在促进个性化、独立性和创新的教学过程中是有效的。然而，教师对认知和情感学习的中介是至关重要的。因此，教师应该在创造和保持师生互动的直接线路的同时利用 KA。师生关系是被认为比创新学习环境更重要的情感和动机基础。主要结论是 KA 在促进个性化、独立性和创新的教学过程中是有效的。然而，教师对认知和情感学习的中介是至关重要的。因此，教师应该在创造和保持师生互动的直接线路的同时利用 KA。师生关系是被认为比创新学习环境更重要的情感和动机基础。主要结论是 KA 在促进个性化、独立性和创新的教学过程中是有效的。然而，教师对认知和情感学习的中介是至关重要的。因此，教师应该在创造和保持师生互动的直接线路的同时利用 KA。