Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/81526
PIRA download icon_1.1View/Download Full Text
DC FieldValueLanguage
dc.contributorDepartment of Applied Mathematics-
dc.creatorTing, FST-
dc.creatorLam, WH-
dc.creatorShroff, RH-
dc.date.accessioned2019-10-28T05:45:56Z-
dc.date.available2019-10-28T05:45:56Z-
dc.identifier.urihttp://hdl.handle.net/10397/81526-
dc.language.isoenen_US
dc.publisherMolecular Diversity Preservation International (MDPI)en_US
dc.rights© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).en_US
dc.rightsThe following publication Ting FST, Lam WH, Shroff RH. Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong. Education Sciences. 2019; 9(3):172, is available at https://doi.org/10.3390/educsci9030172en_US
dc.subjectActive learningen_US
dc.subjectCollaborative learningen_US
dc.subjectConcept testen_US
dc.subjectEngagementen_US
dc.subjectGame-based learningen_US
dc.subjectMathematicsen_US
dc.subjectProblem-based learningen_US
dc.subjectStudent performanceen_US
dc.subjectTime spenten_US
dc.titleActive learning via problem-based collaborative games in a large mathematics university course in Hong Kongen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.volume9-
dc.identifier.issue3-
dc.identifier.doi10.3390/educsci9030172-
dcterms.abstractResearch has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.-
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationEducation sciences, 2019, v. 9, no. 3, 172-
dcterms.isPartOfEducation sciences-
dcterms.issued2019-
dc.identifier.scopus2-s2.0-85069726095-
dc.identifier.eissn2227-7102-
dc.identifier.artn172-
dc.description.validate201910 bcma-
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumbera0494-n03, OA_Scopus/WOSen_US
dc.description.pubStatusPublisheden_US
Appears in Collections:Journal/Magazine Article
Files in This Item:
File Description SizeFormat 
Ting_Active_Learning_Problem-Based.pdf630.45 kBAdobe PDFView/Open
Open Access Information
Status open access
File Version Version of Record
Access
View full-text via PolyU eLinks SFX Query
Show simple item record

Page views

109
Citations as of Jun 19, 2022

Downloads

73
Citations as of Jun 19, 2022

SCOPUSTM   
Citations

11
Citations as of Jun 23, 2022

WEB OF SCIENCETM
Citations

4
Citations as of Jun 23, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.