Title of Oral/Poster Presentation

Preliminary Findings on the Role of App Design on Student Success and Learning

Presenter Information

Kristy LitsterFollow

Class

Article

Graduation Year

2020

College

Emma Eccles Jones College of Education and Human Services

Department

School of Teacher Education and Leadership

Faculty Mentor

Dr. Patricia Moyer-Packenham

Presentation Type

Oral Presentation

Abstract

This presentation looks at preliminary findings on the role that app design plays in student success and learning. This mixed methods study looks specifically at how fifth grade students’ interactions with three different iPad apps vary based on prior learning, how students perceive their level of success in completing learning tasks within each of the apps, and the interactions between prior learning and learning outcomes. The researcher conducted clinical interviews with 45 fifth grade students, which were recorded using a mounted camera and a student worm go-pro camera. During each interview, the interviewer conducted a pretest on four math domains: geometry, place value, coordinate planes, and fractions. These topics were chosen based upon the Common Core Mathematics Standards for Grade 5. The student then interacted with three different iPad apps relating to the first three math concepts: the geometry app was Dragon Box Elements, the place value app was Math Planet, and the coordinate planes app was Map Maker. These apps were chosen based on their relevance to Common Core Mathematics Standards for Grade 5, the presence of a dynamic virtual manipulative within the app, and a game based environment that incorporated a set of learning tasks. Immediately following a five minute interaction with an app, student were asked a series of semi-structured interview questions about their experience with the app. Following the completion of all three apps and interviews, the interviewer conducted a posttest to assess learning outcomes. Qualitative and quantitative data were analyzed to answer the research questions and inform the results of this study.

Location

Room 421

Start Date

4-13-2017 10:30 AM

End Date

4-13-2017 11:45 AM

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Apr 13th, 10:30 AM Apr 13th, 11:45 AM

Preliminary Findings on the Role of App Design on Student Success and Learning

Room 421

This presentation looks at preliminary findings on the role that app design plays in student success and learning. This mixed methods study looks specifically at how fifth grade students’ interactions with three different iPad apps vary based on prior learning, how students perceive their level of success in completing learning tasks within each of the apps, and the interactions between prior learning and learning outcomes. The researcher conducted clinical interviews with 45 fifth grade students, which were recorded using a mounted camera and a student worm go-pro camera. During each interview, the interviewer conducted a pretest on four math domains: geometry, place value, coordinate planes, and fractions. These topics were chosen based upon the Common Core Mathematics Standards for Grade 5. The student then interacted with three different iPad apps relating to the first three math concepts: the geometry app was Dragon Box Elements, the place value app was Math Planet, and the coordinate planes app was Map Maker. These apps were chosen based on their relevance to Common Core Mathematics Standards for Grade 5, the presence of a dynamic virtual manipulative within the app, and a game based environment that incorporated a set of learning tasks. Immediately following a five minute interaction with an app, student were asked a series of semi-structured interview questions about their experience with the app. Following the completion of all three apps and interviews, the interviewer conducted a posttest to assess learning outcomes. Qualitative and quantitative data were analyzed to answer the research questions and inform the results of this study.