Teo Beng Chong

In the current milieu of technological advancements, we are increasingly witnessing how technologies such as wireless and telecommunications can be integrated and taken advantage of in the daily interactions of the classroom and beyond. In this paper, we illustrate in simple yet novel ways how these technologies, which would in our opinion be prevalent in the near future, can be possibly adopted for teaching and learning. A case example of a teaching and learning environment as designed and developed will be illustrated. This case example illustrates the applications of wireless and mobile handheld devices, video-based learning management systems, and a flexible environment which facilitates group work.

Despite the potential advantages of using Augmented Reality (AR) in education, most of the existing AR studies have failed to analyse the impact of pedagogical approaches as well as the pedagogical strategies of implementing AR in teaching and learning. An inquiry based learning framework, coined QIMS, was proposed in this study by considering AR affordances. Through a quasi-experimental design, this study compared three conditions for science learning in a primary school. Results indicated that though students did not demonstrate statistically significant improvement in their academic performance when AR was used, students’ self-directed learning and creative thinking skills did significantly improve via experiencing the QIMS inquiry-based learning activities. The use of AR played a more significant role in enhancing students’ critical thinking and knowledge creation efficacy. Integrating QIMS and AR was more effective for students with lower abilities. The study provided suggestions on how to integrate AR with inquiry-based learning in science learning.

The aim of the project was to provide a computer software to help students to become better in solving math word problems. The approach is to use the software to guide the students to solve word problems in a systematic and structural way while providing enough scaffolds and helps when required. Also, when students cannot solve it correctly, it will pose a simpler yet similar problem for students to attempt. The process of posing simpler problems would allow the students to continue looking at and thinking of solving the problem instead of giving up. If students were to be able to solve the simpler problem correctly, they would then attempt the earlier problems to see whether they could do better. The rationale for this is to help students understand the problem better as well as boosting their confidence and competency over time. This approach would allow students to gain success experience while not giving up too quickly.

Although there was a long delay in hiring the software developer, the project team managed to complete the design and development of the software. The software together with the accompanied specially designed word problems were piloted with 2 groups of students from 2 schools in Nov 2017. The feedbacks were generally positive on the use of the software. In Jan 2018, 2 groups of students from 2 schools participated in the inmplementations with 9 homework assignments given over Term 1 and Term 2. Pre and Post tests as well as pre and post perception questionnaires were administrated. Due to the small sample (n = 24) which followed through 1 whole implementation cycle and the short duration of using the software, data collected did not show any clear or significant changes in terms of students’ attitudes, aptitudes and performances toward solving math word problems after using the software.
In summary, the software was developed as planned but with only 1 cycle of implementation involving a small group of participants being carried out. The original plan to execute at least two cycle of implementations did not go as planned because of insufficient time due to delay in hiring the software developer and the consequent late completion of the software. Data collected did not show significant impact of use of the software in helping students to solve math word problems better. Some contributing factors which influenced this outcome may be the lack of supporting mechanisms to sustain students’ engagement, perception of students seeing these homework assignments as extra work and being lazy, and the strong prevailing belief by the students that they could not do word problems well by themselves.