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Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
Journal of Research on Technology in Education ( IF 3.281 ) Pub Date : 2021-06-16 , DOI: 10.1080/15391523.2021.1920520
Teomara Rutherford 1, 2 , Kerry Duck 1 , Joshua M. Rosenberg 1 , Raymond Patt 1
Affiliation  

Abstract

School closures during the COVID-19 pandemic presented a threat to student learning and motivation. Suspension of achievement testing created a barrier to understanding the extent of this threat. Leveraging data from a mathematics learning software as a substitute assessment, we found that students had lower engagement with the software during the pandemic, but students who did engage had increased performance. Students also experienced changes in motivation: lowered mathematics expectancy, but also lower emotional cost for mathematics. Results illustrate the potential and pitfalls of using educational technology data in lieu of traditional assessments and draw attention to access and motivation during at-home schooling.



中文翻译:

利用数学软件数据了解 COVID-19 大流行期间学生的学习和动机

摘要

COVID-19 大流行期间学校停课对学生的学习和学习动力构成威胁。暂停成就测试为理解这种威胁的程度设置了障碍。利用数学学习软件的数据作为替代评估,我们发现在大流行期间学生对该软件的参与度较低,但参与的学生的表现有所提高。学生的动机也发生了变化:降低了数学期望,但也降低了数学的情感成本。结果说明了使用教育技术数据代替传统评估的潜力和缺陷,并引起人们对在家上学期间的访问和动机的关注。

更新日期:2021-06-16
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