Abstract
This study aimed at assessing the learning effects of different ways of integrating digital educational resources in chemistry education. The alternative hypothesis is that digital educational resources contribute more effectively for students’ learning than pen-and-paper consolidation worksheets. A sample of 61 students participated in a pretest-posttest quasi-experimental design with four conditions (control, and three digital-based approaches: outside the classroom individual approach, inside the classroom individual approach, inside the classroom group approach). Three digital educational resources were developed to address three chemistry themes (particle motion, gas pressure, and electric current through a solution). Results revealed that the inside the classroom individual digital-based approach and the outside the classroom individual digital-based approach were more effective in helping students to perform better, thus partially supporting the alternative hypothesis. The study contributed for the progress of the state of the art by drawing our attention to the plethora of phenomena around the use of computer-based technologies in education, in particular, highlighting the need to consider carefully the resources and pedagogical strategies underpinning one-to-one computing.
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Luciano Moreira is supported by the Fundação para a Ciência e a Tecnologia (Grant PD/BD/114152/2015).
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Morais, C., Paiva, J.C., Moreira, L. (2019). Learning Effects of Different Digital-Based Approaches in Chemistry: A Quasi-experimental Assessment. In: Tsitouridou, M., A. Diniz, J., Mikropoulos, T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_20
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