INVESTIGATING THE MOST NEGLECTED STUDENT LEARNING DOMAIN IN HIGHER EDUCATION: A CASE STUDY ON THE IMPACT OF TECHNOLOGY ON STUDENT BEHAVIOUR AND EMOTIONS IN UNIVERSITY MATHEMATICS LEARNING

TitleINVESTIGATING THE MOST NEGLECTED STUDENT LEARNING DOMAIN IN HIGHER EDUCATION: A CASE STUDY ON THE IMPACT OF TECHNOLOGY ON STUDENT BEHAVIOUR AND EMOTIONS IN UNIVERSITY MATHEMATICS LEARNING
Publication TypeJournal Article
Year of Publication2016
AuthorsKing, SO
JournalProblems of Education in the 21st Century
Volume72
Start Page31-52
PaginationDiscontinuous
Date PublishedAugust/2016
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1221617
Keywordsdigital natives, emotional/behavioural engagement, engineering mathematics, EVS/Clickers
Abstract

Do students’ emotions and behaviours influence their learning in mathematics classes, and if yes, how and why? Based on a qualitative research design, evidence on how the use of Electronic Voting Systems (EVS) has influenced students’ emotional and behavioural engagement with university mathematics learning is presented. The results show that the use of EVS enables students to diagnose their level of understanding of learning material, relative to the rest of the class. EVS use also helps, in real time, to stimulate, maintain, and re-focus student attention during mathematics instruction. A favourable perception of the learning environment as being altruistic appears to have influenced students to emotionally identify and align themselves with mathematics learning goals. There is enhanced interactivity in EVS-facilitated lectures, including positive student competitiveness, while the EVS anonymity utility also enhances increased student participation rates. However, a major disincentive to student engagement is the use of EVS-based mathematics questions with low cognitive demand. This research is a contribution to how specific educational technology-based interventions influence student engagement.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1221617
Refereed DesignationRefereed
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