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Multiple Representation Perspective and Students’ Acceptance of an Online Manipulative Tool
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, Bogazici University, Turkey ; , Texas A&M University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Given strong research support for gain in students’ conceptual understanding with multiple representations, it is important to understand different modes’ effects on student achievement. In this study, an online manipulative tool (OMT) was introduced to students to study rational numbers. The aim of this experimental study is to compare OMT’s different modes and to estimate OMT’s effects over traditional classroom activities. Technology acceptance was also explored. Elementary- and middle-grade students were randomly assigned to control and treatment groups. Pre- and post-test results suggested OMT was more effective than traditional activities in improving students’ understanding of rational number operation. Students’ technology acceptances also differed among different ethnicities and SES levels but not genders. The results suggest learning can be facilitated by virtual manipulatives. However, students’ technology acceptances should be considered when implementing new technologies.

Citation

Ozel, S. & Yetkiner, Z.E. (2010). Multiple Representation Perspective and Students’ Acceptance of an Online Manipulative Tool. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2671-2680). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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