Learners’ Strategies in Interactive Sorting Tasks

Norbert Noster; Arnon Hershkovitz; Michal Tabach; Hans Stefan Siller

doi:10.1007/978-3-031-16290-9_21

Learners’ Strategies in Interactive Sorting Tasks

Norbert Noster, Arnon Hershkovitz, Michal Tabach, Hans Stefan Siller

School of Education

Tel Aviv University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.

Original language	English
Title of host publication	Educating for a New Future
Subtitle of host publication	Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings
Editors	Isabel Hilliger, Pedro J. Muñoz-Merino, Tinne De Laet, Alejandro Ortega-Arranz, Tracie Farrell
Publisher	Springer Science and Business Media Deutschland GmbH
Pages	285-298
Number of pages	14
ISBN (Print)	9783031162893
DOIs	https://doi.org/10.1007/978-3-031-16290-9_21
State	Published - 2022
Event	17th European Conference on Technology Enhanced Learning, EC-TEL 2022 - Toulouse, France Duration: 12 Sep 2022 → 16 Sep 2022

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	13450 LNCS

Conference

Conference	17th European Conference on Technology Enhanced Learning, EC-TEL 2022
Country/Territory	France
City	Toulouse
Period	12/09/22 → 16/09/22

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Feedback
Interactive tasks
Mathematics education

All Science Journal Classification (ASJC) codes

Theoretical Computer Science
General Computer Science

Access to Document

10.1007/978-3-031-16290-9_21

Cite this

Noster, N., Hershkovitz, A., Tabach, M., & Siller, H. S. (2022). Learners’ Strategies in Interactive Sorting Tasks. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, & T. Farrell (Eds.), Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings (pp. 285-298). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13450 LNCS). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-16290-9_21

Noster, Norbert ; Hershkovitz, Arnon ; Tabach, Michal et al. / Learners’ Strategies in Interactive Sorting Tasks. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings. editor / Isabel Hilliger ; Pedro J. Muñoz-Merino ; Tinne De Laet ; Alejandro Ortega-Arranz ; Tracie Farrell. Springer Science and Business Media Deutschland GmbH, 2022. pp. 285-298 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{21237052f14d42bbb209e510bd5aa729,

title = "Learners{\textquoteright} Strategies in Interactive Sorting Tasks",

abstract = "Using examples and non-examples is a common technique to demonstrate concepts{\textquoteright} characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students{\textquoteright} understanding of reflective symmetry. We studied learners{\textquoteright} interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants{\textquoteright} shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object{\textquoteright}s properties and students{\textquoteright} behavior.",

keywords = "Feedback, Interactive tasks, Mathematics education",

author = "Norbert Noster and Arnon Hershkovitz and Michal Tabach and Siller, \{Hans Stefan\}",

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year = "2022",

doi = "10.1007/978-3-031-16290-9\_21",

language = "الإنجليزيّة",

isbn = "9783031162893",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer Science and Business Media Deutschland GmbH",

pages = "285--298",

editor = "Isabel Hilliger and Mu{\~n}oz-Merino, \{Pedro J.\} and \{De Laet\}, Tinne and Alejandro Ortega-Arranz and Tracie Farrell",

booktitle = "Educating for a New Future",

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Noster, N, Hershkovitz, A , Tabach, M & Siller, HS 2022, Learners’ Strategies in Interactive Sorting Tasks. in I Hilliger, PJ Muñoz-Merino, T De Laet, A Ortega-Arranz & T Farrell (eds), Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 13450 LNCS, Springer Science and Business Media Deutschland GmbH, pp. 285-298, 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, 12/09/22. https://doi.org/10.1007/978-3-031-16290-9_21

Learners’ Strategies in Interactive Sorting Tasks. / Noster, Norbert; Hershkovitz, Arnon ; Tabach, Michal et al.
Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings. ed. / Isabel Hilliger; Pedro J. Muñoz-Merino; Tinne De Laet; Alejandro Ortega-Arranz; Tracie Farrell. Springer Science and Business Media Deutschland GmbH, 2022. p. 285-298 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13450 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Learners’ Strategies in Interactive Sorting Tasks

AU - Noster, Norbert

AU - Hershkovitz, Arnon

AU - Tabach, Michal

AU - Siller, Hans Stefan

PY - 2022

Y1 - 2022

N2 - Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.

AB - Using examples and non-examples is a common technique to demonstrate concepts’ characteristics and boundaries. Based on their properties, certain objects are accepted as examples or non-examples intuitively, while others are accepted or neglected non-intuitively. This 2*2 classification is powerful when designing technology-enhanced learning experiences in which feedback could be provided in real-time. That is, feedback could be based not only on the correctness of student response, but also on the specifics of the objects with which they were engaged. Following this framework, we developed an interactive sorting task that aims at strengthening elementary school students’ understanding of reflective symmetry. We studied learners’ interaction with the objects presented to them, and their success. Our study included 29 elementary school students (ages 9 to 12) from both Israel and Germany. We used screen recording to code participants’ shape-movements, and defined quantitative measures of these movements. Our findings support the need for designing feedback that takes into consideration object’s properties and students’ behavior.

KW - Feedback

KW - Interactive tasks

KW - Mathematics education

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U2 - 10.1007/978-3-031-16290-9_21

DO - 10.1007/978-3-031-16290-9_21

M3 - منشور من مؤتمر

SN - 9783031162893

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 285

EP - 298

BT - Educating for a New Future

A2 - Hilliger, Isabel

A2 - Muñoz-Merino, Pedro J.

A2 - De Laet, Tinne

A2 - Ortega-Arranz, Alejandro

A2 - Farrell, Tracie

PB - Springer Science and Business Media Deutschland GmbH

T2 - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022

Y2 - 12 September 2022 through 16 September 2022

ER -

Noster N, Hershkovitz A , Tabach M, Siller HS. Learners’ Strategies in Interactive Sorting Tasks. In Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, editors, Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Proceedings. Springer Science and Business Media Deutschland GmbH. 2022. p. 285-298. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-031-16290-9_21

Learners’ Strategies in Interactive Sorting Tasks

Abstract

Publication series

Conference

UN SDGs

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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Cite this