How Users Review Frequently Used Apps and Videos Containing Mathematics
Saved in:
| Title: | How Users Review Frequently Used Apps and Videos Containing Mathematics |
|---|---|
| Language: | English |
| Authors: | Klinger, Marcel, Walter, Daniel |
| Source: | International Journal for Technology in Mathematics Education. 2022 29(1):25-35. |
| Availability: | Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: https://researchinformation.co.uk/tme-information/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Computer Software, Video Technology, Technology Uses in Education, Elementary Secondary Education, Computer Assisted Instruction, Student Attitudes, Positive Attitudes, Users (Information), Higher Education |
| ISSN: | 1744-2710 |
| Abstract: | Hardly any other topic is currently as much the focus of social and scientific interest as the use of digital media in educational contexts. In this project, we examine the user perspective. We will explore which findings can be generated from freely accessible user reviews within the app stores and on YouTube regarding users' personal backgrounds, the usage contexts, emotions and attitudes, as well as the subjectively perceived qualities and shortcomings of digital learning offerings. 1268 user reviews of frequently used apps and explanatory videos with content from primary and secondary school mathematics form the data basis of the article. The results indicate that the selected digital learning opportunities are predominantly evaluated positively by the users, whereby the perceived qualities mentioned are rather to be classified as surface features. Perceived shortcomings of the digital learning opportunities are mentioned rarely. Regardless of whether the content of the digital learning opportunities is curricularly located in the primary or secondary level, they are more likely to be used by learners from the secondary level. The users also state that they use the learning opportunities primarily for exam preparation as well as for learning and understanding mathematics. However, the latter two fields of uses seem less suitable from a subject didactic perspective. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://researchinformation.co.uk/tme-information/ |
| Accession Number: | EJ1350546 |
| Database: | ERIC |
| Abstract: | Hardly any other topic is currently as much the focus of social and scientific interest as the use of digital media in educational contexts. In this project, we examine the user perspective. We will explore which findings can be generated from freely accessible user reviews within the app stores and on YouTube regarding users' personal backgrounds, the usage contexts, emotions and attitudes, as well as the subjectively perceived qualities and shortcomings of digital learning offerings. 1268 user reviews of frequently used apps and explanatory videos with content from primary and secondary school mathematics form the data basis of the article. The results indicate that the selected digital learning opportunities are predominantly evaluated positively by the users, whereby the perceived qualities mentioned are rather to be classified as surface features. Perceived shortcomings of the digital learning opportunities are mentioned rarely. Regardless of whether the content of the digital learning opportunities is curricularly located in the primary or secondary level, they are more likely to be used by learners from the secondary level. The users also state that they use the learning opportunities primarily for exam preparation as well as for learning and understanding mathematics. However, the latter two fields of uses seem less suitable from a subject didactic perspective. |
|---|---|
| ISSN: | 1744-2710 |
