This work focuses on Distance Learning during the COVID-19 pandemic to improve undergraduate students' motivation, participation, and engagement. Experimentation in a Mathematics STEM class evaluated the impact of Distance Learning on students' motivation, participation, and engagement levels, computed through a Fuzzy Cognitive Map. It was performed on some affective and interaction parameters derived from using an adaptive e-learning platform and from the answers of a semistructured questionnaire. The results have been analyzed through Technological Pedagogical Content Knowledge and Instrumental Genesis theories.
Fuzzy cognitive analysis in undergraduate mathematics class on engagement, motivation, and participation during covid-pandemic
Roberto Capone
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2022-01-01
Abstract
This work focuses on Distance Learning during the COVID-19 pandemic to improve undergraduate students' motivation, participation, and engagement. Experimentation in a Mathematics STEM class evaluated the impact of Distance Learning on students' motivation, participation, and engagement levels, computed through a Fuzzy Cognitive Map. It was performed on some affective and interaction parameters derived from using an adaptive e-learning platform and from the answers of a semistructured questionnaire. The results have been analyzed through Technological Pedagogical Content Knowledge and Instrumental Genesis theories.File in questo prodotto:
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