Assessment of Animated Self-Directed Learning Activities Modules for Children's Number Sense Development

• Published in: Educational technology & society Vol. 16; no. 3; pp. 44 - 58
• Main Authors: Yang, Der-Ching, Li, Mao-Neng
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology & Society 01.07.2013
• Subjects: Activity programs in education; Animation; Child psychology; Children; Comparative Analysis; Computer animation; Computer Assisted Instruction; Computer Uses in Education; Distance learning; Educational activities; Educational aspects; Educational environment; Educational evaluation; Elementary School Mathematics; Elementary School Students; Foreign Countries; Full Length Articles; Independent Study; Instructional Effectiveness; Learning; Learning Modalities; Learning styles; Management; Mathematical integration; Mathematics; Mathematics education; Mathematics Instruction; Measures (Individuals); Methods; Number Concepts; Numbers; Predictor Variables; Pretests; Pretests Posttests; Problem Solving; Quasiexperimental Design; Statistical Analysis; Students; Study and teaching; Taiwan; Technology; Technology application; Technology Integration; Taiwan
• ISSN: 1176-3647; 1436-4522; 1436-4522

The purpose of this study was to examine the relative effectiveness of two different learning modes; namely, a computer animation self-directed learning approach and a paper version of the self-directed learning approach, to 5th-graders' number sense development. Two 5th-grade classes, 30 students each, were selected from a public elementary school in southern Taiwan and randomly assigned to the computer animation experimental group [CAEG] and the paper-version group [PAG[. The major finding indicated that students in the CAEG group had better performance on number sense and showed more frequent uses of number sense than students in the PAG group. Implications for the uses of computer animation self-directed learning activities are discussed.