Abstract
Digital learning resources are commonly employed to support learning in out-of-class contexts, either as a complement to the learning in formal classrooms or as an alternative that can be used by learners to pursue personal learning goals. This study identified a significant gap in the literature concerning children's use of digital technology to support STEM (science and mathematics in particular) learning outside of the classroom. To develop a framework for further research in this area, this study adopted a multiple case study design using semi-structured interviews and observations as data collection methods. Following a sociocultural framework, this research primarily confirmed existing work regarding the identification of motivational factors and concluded that the user interface (UI), all-in-one features of digital technology, simulation and alternative learning experience were factors that influenced the learning motivation of secondary schoolage learners when learning science and mathematics with digital technology in out-of-class contexts.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal for Technology in Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
