The Experts below are selected from a list of 3153 Experts worldwide ranked by ideXlab platform

Wen-chung Shih - One of the best experts on this subject based on the ideXlab platform.

  • enhancing virtual manipulatives for after school tutoring in the subtraction unit
    2015
    Co-Authors: Wen-chung Shih
    Abstract:

    The learning of subtraction is essential for elementary students. However, common subtraction misconceptions hinder mathematics underachievers from learning subtraction. Existing Remedial Instruction focuses on teacher-oriented or self-learning approaches. However, we think that the tutor-based approach with virtual manipulatives can provide students with an opportunity to correct their misconceptions. In this study, a simple tutoring method based on misconception diagnosis is proposed, and supportive virtual manipulatives are prepared for voluntary tutors to use. First, the tutor identifies the tutee’s misconception by conducting a diagnostic test. Then, the tutor applies corresponding virtual manipulatives to help the tutee to understand the concept. For the first case manipulatives from the National Laboratory of Virtual Manipulatives (NLVM’s) are used, and the tutor-tutee interaction patterns are identified by sequential analysis. An enhanced virtual manipulative was then developed according to the aforementioned analysis, and applied to the second case to investigate its performance. Evaluation results indicate that despite the need for further improvement, the tutoring method with the enhanced virtual manipulative is effective for correcting subtraction misconceptions. Finally, recommendations for future research are proposed.

  • using virtual manipulatives based on misconception to assist after school Remedial Instruction a case study
    International Conference on Advanced Learning Technologies, 2013
    Co-Authors: Wen-chung Shih, Tsungchih Chen
    Abstract:

    The learning of subtraction is essential for elementary students. However, common subtraction misconceptions hinder mathematics underachievers from learning subtraction. These underachievers usually need repeated explanation in many times and in different ways to understand some concept. Actually, teachers have to consider the progresses of all students in the class and thus cannot spend a lot of time in explaining some concept for underachievers. After-school volunteer tutoring emerges as one kind of possibility to solve this problem. Although nonprofessional tutors have time to explain concepts for underachievers, they do not know how to teach. As more and more undergraduate students act as voluntary tutors for rural pupils after school, these nonprofessional tutors need a supporting environment to facilitate the tutoring process. In this study, a simple tutoring method based on misconception diagnosis is proposed, and manipulatives are prepared for voluntary tutors to use. First, the tutor identifies the tutee's misconception by conducting a diagnostic test. Then, the tutor applies several kinds of manipulatives to make the tutee understand the concept. Further, a case study is conducted to explore the effects and limitations of the proposed approach. Evaluation results indicate that despite the need for further improvement, the two-phased tutoring is effective for correcting subtraction misconceptions. Finally, recommendations for future research are proposed.

  • Deployment of Tutoring Resources on Distributed Data Storage Cloud Environments for Remedial Instruction
    2011
    Co-Authors: Wen-chung Shih, Chao-tung Yang
    Abstract:

    Game-based assessment has attracted a lot of attention of educators and researchers in recent years. However, how to efficiently integrate and de- ploy the educational games in an e-learning environment is still an open ques- tion. In this study, a novel architecture integrating Learning Management Sys- tems into cloud computing environments is proposed for game-based assess- ment. A prototype is constructed by using Moodle and Hadoop to conduct pre- liminary evaluation. In addition, interactive games are designed for diagnostic assessment in Mathematics. Survey results show that the proposed approach is promising for motivating the learners.

Shyanming Yuan - One of the best experts on this subject based on the ideXlab platform.

  • game based Remedial Instruction in mastery learning for upper primary school students
    Educational Technology & Society, 2013
    Co-Authors: Chun Hung Lin, Eric Zhifeng Liu, Yu Liang Chen, Peyyan Liou, Maiga Chang, Shyanming Yuan
    Abstract:

    The study examines the effectiveness of using computer games for after-school Remedial mastery learning. We incorporated Instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate Remedial Instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based Remedial Instruction incorporated with elements of mastery learning. The results demonstrate that (a) both Instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than Instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school Remedial Instruction and design a game to practice the steps of mastery learning.

Tsungchih Chen - One of the best experts on this subject based on the ideXlab platform.

  • using virtual manipulatives based on misconception to assist after school Remedial Instruction a case study
    International Conference on Advanced Learning Technologies, 2013
    Co-Authors: Wen-chung Shih, Tsungchih Chen
    Abstract:

    The learning of subtraction is essential for elementary students. However, common subtraction misconceptions hinder mathematics underachievers from learning subtraction. These underachievers usually need repeated explanation in many times and in different ways to understand some concept. Actually, teachers have to consider the progresses of all students in the class and thus cannot spend a lot of time in explaining some concept for underachievers. After-school volunteer tutoring emerges as one kind of possibility to solve this problem. Although nonprofessional tutors have time to explain concepts for underachievers, they do not know how to teach. As more and more undergraduate students act as voluntary tutors for rural pupils after school, these nonprofessional tutors need a supporting environment to facilitate the tutoring process. In this study, a simple tutoring method based on misconception diagnosis is proposed, and manipulatives are prepared for voluntary tutors to use. First, the tutor identifies the tutee's misconception by conducting a diagnostic test. Then, the tutor applies several kinds of manipulatives to make the tutee understand the concept. Further, a case study is conducted to explore the effects and limitations of the proposed approach. Evaluation results indicate that despite the need for further improvement, the two-phased tutoring is effective for correcting subtraction misconceptions. Finally, recommendations for future research are proposed.

Chun Hung Lin - One of the best experts on this subject based on the ideXlab platform.

  • game based Remedial Instruction in mastery learning for upper primary school students
    Educational Technology & Society, 2013
    Co-Authors: Chun Hung Lin, Eric Zhifeng Liu, Yu Liang Chen, Peyyan Liou, Maiga Chang, Shyanming Yuan
    Abstract:

    The study examines the effectiveness of using computer games for after-school Remedial mastery learning. We incorporated Instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate Remedial Instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based Remedial Instruction incorporated with elements of mastery learning. The results demonstrate that (a) both Instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than Instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school Remedial Instruction and design a game to practice the steps of mastery learning.

  • synchronous learning a new way to give Remedial Instruction
    2007
    Co-Authors: Shan Shan Cheng, Eric Zhi, Feng Liu, Chun Hung Lin
    Abstract:

    Under the limitation of time and space and the unequal allocation of educational resources, the rural students can not have enough learning resource. However, as the development of information technology and the easily access of computers, more and more tools can overcome those geographic limitation, be utilized in learning and teaching environment, and then provide more educational opportunities for the students in rural areas. In this study, the research team bridged pre-service teachers and countryside students in the X-learn system. The program used the X-learn system as a platform on which the synchronous distance learning could take place. Via the aid of the X-learn system held by Chung Hwa Telecom, the rural students obtained additional chances to learn. Through a questionnaire, it was found that the rural students will most likely accept online tutoring. From the results proved that the e-tutor may be an alternative Remedial Instruction for the countryside students.

Mengping Tsuei - One of the best experts on this subject based on the ideXlab platform.