Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics
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[1] Trinity College Dublin
Trinity College Dublin
Irlanda
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[2] Dublin City University
Dublin City University
Irlanda
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[3] Department of Mathematics and Statistics, Maynooth University, Kildare, Ireland
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 10, 2024, págs. 2670-2688
- Idioma: inglés
- DOI: 10.1080/0020739X.2023.2182725
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Resumen
Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in their knowledge and point towards appropriate action. In this paper, we report on the evaluations of a number of technology-enhanced resources that used formative assessment techniques and were provided for students attending non-specialist first-year undergraduate mathematics modules in Ireland. Analysis of the evaluations and consultation with literature identified 12 decisive factors that encourage students’ successful engagement with the resources, covering aspects such as the educational context, affordances and types of technology, technological communication and formative assessment. These factors constitute important knowledge for practitioners as they can use them in the planning, design, and development of technology-enhanced resources for use in their modules. The measures observed during the evaluations indicated both positive and negative engagement providing a link between observations and resultant student engagement, which was found lacking in previous studies on student engagement.
