Designing an Interactive Tutoring Tool for Improving Mathematical Skills

Despina Lepenioti, Styliani Vosniadou, Christina Alexandris

    Research output: Contribution to conferencePaper

    1 Citation (Scopus)

    Abstract

    Based on the developmental transitions proposed by Stafylidou and Vosniadou (2004), three training sessions were created using the Cognitive Tutor Authoring Tools. The purpose was to compare the effects of two external representations on fraction understanding and interpretation, compared to a control group that received no training. The participants in the experimental groups were trained in creating external and symbolic representations for fractions using pies or number lines. Results indicated that participants in the experimental groups had greater improvement from pretest to post-test than the control group. The number line experimental group had greater improvement in tasks testing fraction equivalence and fraction interpretation as measure than the pie experimental group. Based on the results of the classroom experiment and the resulting User Requirements, the proposed interface was further reinforced with various sessions concerning fraction operations, including addition and subtraction. Special emphasis was placed on user-friendly and ergonomic interaction.

    Original languageEnglish
    Pages106-111
    Number of pages6
    DOIs
    Publication statusPublished - 1 Jan 2014
    Event6th International Conference on Human-Computer Interaction -
    Duration: 22 Jun 2014 → …

    Conference

    Conference6th International Conference on Human-Computer Interaction
    Period22/06/14 → …

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  • Cite this

    Lepenioti, D., Vosniadou, S., & Alexandris, C. (2014). Designing an Interactive Tutoring Tool for Improving Mathematical Skills. 106-111. Paper presented at 6th International Conference on Human-Computer Interaction, . https://doi.org/10.1007/978-3-319-07854-0_19