Supporting Conceptual Change with a Game-Like Fraction Tutor.
Despina LepeniotiStella VosniadouKaterina LepeniotiDimitrios MathioudakisChristina AleksandrisPublished in: IISA (2018)
Keyphrases
- conceptual change
- learning gains
- theoretical framework
- knowledge building
- student learning
- science education
- mental models
- tutoring system
- collaborative learning
- significantly higher
- socio cognitive
- learning outcomes
- intelligent tutoring systems
- conceptual understanding
- pilot study
- computer simulation
- grade students
- science learning
- computer supported
- experimental conditions
- learning environment
- mobile devices