E-Learning and M-Learning Technological Intervention in Favor of Mathematics

Omar Cóndor-Herrera; Carlos Ramos-Galarza

doi:10.1007/978-3-030-77889-7_28

E-Learning and M-Learning Technological Intervention in Favor of Mathematics

Omar Cóndor-Herrera, Carlos Ramos-Galarza

Facultad de Psicología

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución de conferencia › revisión exhaustiva

4 Citas (Scopus)

Resumen

This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = −7.20, p = <. 001, d =.88 and ability to solve problems t (15) = −6.75, p = <.001, d =.87). Consequently, it is highlighted the improvement that the learning process based on E-learning and M-learning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research.

Idioma original	Inglés
Título de la publicación alojada	Learning and Collaboration Technologies
Subtítulo de la publicación alojada	New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings
Editores	Panayiotis Zaphiris, Andri Ioannou
Editorial	Springer Science and Business Media Deutschland GmbH
Páginas	401-408
Número de páginas	8
ISBN (versión impresa)	9783030778880
DOI	https://doi.org/10.1007/978-3-030-77889-7_28
Estado	Publicada - 2021
Evento	8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021 - Virtual, Online Duración: 24 jul. 2021 → 29 jul. 2021

Serie de la publicación

Nombre	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volumen	12784 LNCS
ISSN (versión impresa)	0302-9743
ISSN (versión digital)	1611-3349

Conferencia

Conferencia	8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021
Ciudad	Virtual, Online
Período	24/07/21 → 29/07/21

Nota bibliográfica

Publisher Copyright:
© 2021, Springer Nature Switzerland AG.

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Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

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10.1007/978-3-030-77889-7_28

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Cóndor-Herrera, O., & Ramos-Galarza, C. (2021). E-Learning and M-Learning Technological Intervention in Favor of Mathematics. En P. Zaphiris, & A. Ioannou (Eds.), Learning and Collaboration Technologies: New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings (pp. 401-408). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12784 LNCS). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-030-77889-7_28

Cóndor-Herrera, Omar ; Ramos-Galarza, Carlos. / E-Learning and M-Learning Technological Intervention in Favor of Mathematics. Learning and Collaboration Technologies: New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings. editor / Panayiotis Zaphiris ; Andri Ioannou. Springer Science and Business Media Deutschland GmbH, 2021. pp. 401-408 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = −7.20, p = <. 001, d =.88 and ability to solve problems t (15) = −6.75, p = <.001, d =.87). Consequently, it is highlighted the improvement that the learning process based on E-learning and M-learning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research.",

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Cóndor-Herrera, O & Ramos-Galarza, C 2021, E-Learning and M-Learning Technological Intervention in Favor of Mathematics. En P Zaphiris & A Ioannou (eds.), Learning and Collaboration Technologies: New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 12784 LNCS, Springer Science and Business Media Deutschland GmbH, pp. 401-408, 8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021, Virtual, Online, 24/07/21. https://doi.org/10.1007/978-3-030-77889-7_28

E-Learning and M-Learning Technological Intervention in Favor of Mathematics. / Cóndor-Herrera, Omar; Ramos-Galarza, Carlos.
Learning and Collaboration Technologies: New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings. ed. / Panayiotis Zaphiris; Andri Ioannou. Springer Science and Business Media Deutschland GmbH, 2021. p. 401-408 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12784 LNCS).

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución de conferencia › revisión exhaustiva

TY - GEN

T1 - E-Learning and M-Learning Technological Intervention in Favor of Mathematics

AU - Cóndor-Herrera, Omar

AU - Ramos-Galarza, Carlos

PY - 2021

Y1 - 2021

N2 - This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = −7.20, p = <. 001, d =.88 and ability to solve problems t (15) = −6.75, p = <.001, d =.87). Consequently, it is highlighted the improvement that the learning process based on E-learning and M-learning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research.

AB - This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = −7.20, p = <. 001, d =.88 and ability to solve problems t (15) = −6.75, p = <.001, d =.87). Consequently, it is highlighted the improvement that the learning process based on E-learning and M-learning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research.

KW - E-learning

KW - ICT

KW - M-learning

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U2 - 10.1007/978-3-030-77889-7_28

DO - 10.1007/978-3-030-77889-7_28

M3 - Conference contribution

AN - SCOPUS:85112213122

SN - 9783030778880

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

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BT - Learning and Collaboration Technologies

A2 - Zaphiris, Panayiotis

A2 - Ioannou, Andri

PB - Springer Science and Business Media Deutschland GmbH

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Y2 - 24 July 2021 through 29 July 2021

ER -

Cóndor-Herrera O, Ramos-Galarza C. E-Learning and M-Learning Technological Intervention in Favor of Mathematics. En Zaphiris P, Ioannou A, editores, Learning and Collaboration Technologies: New Challenges and Learning Experiences - 8th International Conference, LCT 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings. Springer Science and Business Media Deutschland GmbH. 2021. p. 401-408. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-030-77889-7_28

E-Learning and M-Learning Technological Intervention in Favor of Mathematics

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