Is More Always Better? The Separate and Combined Effects of a Computer and Video Programme on Mathematics Learning

Bibliographic Data

ID9615664
AuthorsZemira R Mevarech (0000-0002-5704-2477, Bar-Ilan University, corresponding author), ZEMIRA MEVARECH, NURIT SHIR, Nitsa Movshovitz‐hadar (Technion – Israel Institute of Technology)
Year1992
Volume62
Issue1
Pages106-116
Publication date1992-02-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1992.tb01002.x
OpenAlexW1977925554
LanguageEN
Citations received1

S ummary . This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time with different instructional technologies. Results showed that more media do not necessarily imply better mathematics learning. Although each programme in itself yielded significant effects on students' achievement, the “two‐media” and the “no‐media” yielded similar low learning outcomes. A similar pattern of differences was found on the level of mindfulness activated under the various conditions. In contrast, however, the study showed that students exposed to the combined programmes gained in intrinsic motivation more than students who learned with no‐medium

Contrast (vision) · Mathematics education · Mindfulness · Pedagogy · Artificial Intelligence · Computer Science · Educational Environments and Student Outcomes · Educational Games and Gamification · Motivation and Self-Concept in Sports · Psychology

Tools

Open DOISci-Hub