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