The influence of self-regulated learning support and prior knowledge on learning mathematics

Meng Chang Chen, Yeali S. Sun, Tzu-Chi Yang

研究成果: Conference contribution同行評審

摘要

Many researchers have indicated that the prior knowledge has great effects on students' performance in learning mathematics. The low prior knowledge (LPK) students were expected to have lower learning performance and achievement than those of high prior knowledge (HPK) students. To help the low prior knowledge students, researchers suggested that to provide a self-regulated learning (SRL) support may be effective and helpful. However, the prior knowledge might also affect students' self-regulated learning. Thus, the relationship among SRL, prior knowledge, and learning performance remain unclear. To deal with this issue, this study not only investigates whether an enhanced SRL is helpful for students to improve learning performance but also explored how HPK and LPK students behaved differently when interacting with the SRL environment. The results suggested the SRL environment offers opportunities to remove the gap caused by prior knowledge in long-Term. Accordingly, further finding, and implications are discussed.

原文English
主出版物標題Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018
編輯Nian-Shing Chen, Maiga Chang, Ronghuai Huang, K. Kinshuk, Kannan Moudgalya, Sahana Murthy, Demetrios G Sampson
發行者Institute of Electrical and Electronics Engineers Inc.
頁面265-267
頁數3
ISBN(列印)9781538660492
DOIs
出版狀態Published - 10 八月 2018
事件18th IEEE International Conference on Advanced Learning Technologies, ICALT 2018 - Bombay, India
持續時間: 9 七月 201813 七月 2018

出版系列

名字Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018

Conference

Conference18th IEEE International Conference on Advanced Learning Technologies, ICALT 2018
國家India
城市Bombay
期間9/07/1813/07/18

指紋 深入研究「The influence of self-regulated learning support and prior knowledge on learning mathematics」主題。共同形成了獨特的指紋。

引用此