Utilizing MAR for Remedial Teaching of Compound-Cube-Surface Area at Elementary School in Taiwan

Koun Tem Sun, Meng Hsun Chen

Source Title: International Journal of Information and Communication Technology Education (IJICTE)16(2)

ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803485|DOI: 10.4018/IJICTE.2020040102

MLA

Sun, Koun Tem, and Meng Hsun Chen. "Utilizing MAR for Remedial Teaching of Compound-Cube-Surface Area at Elementary School in Taiwan." IJICTE vol.16, no.2 2020: pp.18-35. http://doi.org/10.4018/IJICTE.2020040102

APA

Sun, K. T. & Chen, M. H. (2020). Utilizing MAR for Remedial Teaching of Compound-Cube-Surface Area at Elementary School in Taiwan. International Journal of Information and Communication Technology Education (IJICTE), 16(2), 18-35. http://doi.org/10.4018/IJICTE.2020040102

Chicago

Sun, Koun Tem, and Meng Hsun Chen. "Utilizing MAR for Remedial Teaching of Compound-Cube-Surface Area at Elementary School in Taiwan," International Journal of Information and Communication Technology Education (IJICTE) 16, no.2: 18-35. http://doi.org/10.4018/IJICTE.2020040102

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Abstract

In this paper, the development of the MAR (mobile augmented reality) remedial teaching program is described. It allowed students to manipulate augmented objects through AURASMA app via internet and find leads to solve geometry problems regarding compound-cube-surface area. In order to foster students' spatial abilities, the program provided specific functions included partition, complementation, recombination, and multi-perspective to promote their “mental image” as well as “visualization.” The proposed program was evaluated with the quasi-experimental pre-test/post-test control group design to probe into students' learning performance. Moreover, students' error types of problem-solving were analyzed using their solving track recorded in the sheets. The results showed that the MAR remedial teaching program truly benefit students on solving geometry problems regarding compound-cube-surface area, and there are still some questions needed to investigate in the future, such as how students were affected by visual-obscuration to inexactly carry out their counts.