Effect Of An Augmented Reality Enhanced Mathematics Lesson On Student Achievement And Motivation By Anne Estapa

With the explosion of technological advances in the 21st century comes the increased need for the incorporation of technology in the educational field. The classrooms in America can all benefit from the use of technology to increase the understanding of academic content whether in the general education or special education setting.

The tools used for mainstream education in America are, at an ever increasing rate, shifting from physical to digital. Schools across the nation have spent the last decade integrating technology into education in an attempt to make learning more engaging for students. As schools join the charge for digital instruction they must heavily evaluate their motives, the realistic applications of new technology, and the consequences it may have on their students.

Eyyan, R. (2014). Impact of use of Technology in Mathematics Lessons on Student Achievement and

In a world filled with technology, it has become increasingly important to incorporate technology based-teaching in the classroom. As new technologies enter the classroom the question is raised as to how these technologies can be used to build math skills.

To begin with, AR can help students learn challenging concepts by involving the students in an interactive learning environment. In a case study done in Taiwan, students went around campus and pointed their mobile phone to their surroundings (citation). The device would calculate the students’ positions with a GPS system and produce a virtual scene with tags around objects. The students could then click on these objects and view the object’s detailed description in English. After this learning process, the students were asked to compose a descriptive essay. By analysing these writings, researchers found that the students

Bottge, Kwon, LaRoque, Rueda, & Serlin (2007) looked at the use of Enhanced Anchored Instruction (EAI) to help boost problem solving skills of students with disabilities in the area of math. EAI immerses students directly in problems that are delivered in a combination of multimedia and hands-on contexts (Bottge et al. 2007). EAI contains three main parts, probing questions by the teachers to guide student understanding, students working together in small groups to discuss and find solutions to problems, and explicit instruction on skills and concepts by the teachers as the students need them. During this particular study of EAI on math instruction, 100 students were divided into groups. One group received math instruction using EAI methods while the other group received instruction using the teachers’ typical methods. A pre-test was administered to both groups to gain a baseline of math experience and knowledge. The math instruction using the EAI method used a video anchor to enhance instruction. The use of technology in EAI provides students with learning disabilities access to a wide range of math tasks that previously were unattainable due to learning deficits (Maccini & Strickland, 2010). The video gave students a visual representation of the types of math problems they were working

Over the last two decades technology has changed the way we see the world, however education fell short. Because of lack of funding, educators chose to not incorporate technology into the educational environment until much later. Only now, in early 2015 are schools truly beginning to introduce the “Digital Classroom”. The “Digital Classroom” is the 21st century 's classroom and Jeremy Posey, a mathematics coordinator and NMSI expert, says it best

Technology has developed far quicker in the last fifty years than ever before in the history mankind. It has influenced the way we all live in countless ways including how we learn. In a culture that has become increasingly reliant on technology, it is not shocking that technology has become part of the permanent setting in our schools and classrooms. Technology is changing the landscape of education, modernizing how educators teach, how children learn and how parents contribute in the process. The digital-technology revolution was slow to penetrate the ranks of America's public high schools and slower still to trickle down to the ranks of our elementary institutions. The good news is that high-tech teaching is finally providing a forceful impact to the elementary learning process. Elementary level education is a student’s foundation of their academic period and it is in this stage where technology should be embraced to learn and teach.

Using technology to enhance motivation in students can incorporate many forms. One way to motivate students is to have a classroom camera available for checkout for students who meet a weekly criteria. For example, to get Nancy to concentrate on a lesson that she feels is boring, she could be rewarded with the use of the classroom camera to assist in her extracurricular photography and moviemaking club. This is an example of extrinsic motivation that may help Nancy to become more involved in overall classroom concentration (Ames, 1992).

By rapidly moving social order where there is an incredible arrangement of accessible data and information, embracing and applying data at the correct time and opportune spot is required to fundamental productivity in both school and business settings. Augmented Reality (AR) is one technology that breathtakingly moves the

Students use way more technology outside the schools and they need this to keep them attentive in class (Lim, 2013). I designed the teaching plan in a way that I tried to use as much technology as possible without making a big change. The application of video conferencing would help students to interact with outside world while sitting in their own class. They would be able to interact with professional mathematicians and get their insights. The use of projector slides to help students, present topics in real life situations would help them make a connection between what they’re learning and their present socio-cultural society.

The participants additionally considered utilizing the motion skill of the tangible technologies on the subject area Math. For instance,the teachers noted to utilize Sphero and Cubetto follow the outlines of a line, which might be curvy or straight, and

Even if nowadays the majority of our population is familiar with the terms digital (or online) software and tools, there is still a sample of people (or teachers) who are quite uncertain of what is available in mathematics teaching. According to Drijvers et al (2010; cited in Ruthven, 2013) a “Digital Mathematics Environment (DME)” can help teachers and students with various materials and tools of technology. Some of them can be: Games, GeoGebra and Cabri software, Spreadsheets, Web (Internet) and online software/applications (also known as Mathematical Applets), found in Monaghan (2014).

Studies have indicated that intrinsic motivation increases student achievement. The success of integrating technology with increased student achievement could vary based on students’ intrinsic motivational styles. ATLAS has identified viable motivational styles within individual learning styles. Understanding different technologies and their effect on motivational styles in ATLAS has not been studied, but studies validate the importance and the need for this study.

ABSTRACT This was an experimental study designed to determine the effects of using technology, specifically graphing calculators, on students’ achievement in College Algebra, attitude, and anxiety in mathematics. The respondents of the study belonged to two intact classes consisting of 66 freshman students from the College of Science, De La Salle University, Manila, who were enrolled in College Algebra during the first term, schoolyear 2002-2003. For purposes of this study, three groups were formed, each with 22 students – the high ability group