The framework for enhancing mathematical higher order thinking skills using technology enhanced learning environment and learning analytics
Improving the mathematical HOTS of students is a recurring global issue. Substantial evidence indicates that constructivism is a promising learning strategy that is capable of resolving the issue. As digitalisation increases, technologyenhanced learning environments are gaining importance in conte...
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| Main Authors: | , , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2024
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/11191/1/P16694_cade04ce360ba5f86d0e2a2356d22001%209.pdf http://eprints.uthm.edu.my/11191/ https://doi.org/10.1063/5.0195068 |
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| Summary: | Improving the mathematical HOTS of students is a recurring global issue. Substantial evidence indicates that
constructivism is a promising learning strategy that is capable of resolving the issue. As digitalisation increases, technologyenhanced
learning environments are gaining importance in contemporary education. However, scant literature exists on the
process of improving mathematical HOTS while students use technology-enhanced learning environments. The purpose of
this paper is to posit a learning process that could improve students' mathematical HOTS based on technology-enhanced
learning environments, which were developed through constructivism and tested by the authors using data from learning
analytics technology. Sixty samples participated in this study to learn about and interact with technology-enhanced learning
environments. Comparing the mathematical HOTS of the samples before and after their interaction with the technologyenhanced
learning environments revealed significant differences in the directions of higher HOTS. The sequential analysis
technique was applied to 10 759 logs extracted from the learning analytics. Four types of learning engagement activities
emerged as a result of empirical testing: Content Engagement, Exercises Engagement, Activities Engagement, and
Evaluation Engagement. Analysis utilising Pearson's correlation and linear regression demonstrated that the students'
mathematical HOTS were positively affected by their engagement with the content, exercises and activities provided in the
technology-enhanced learning environments. The framework was found to be capable of explaining 69% of the
mathematical HOTS enhancement process among the samples. This implies that for students' mathematical HOTS to
improve or for a technology-enhanced learning environment to have a cognitive implication on students, emphasis must be
placed on exercises and online activities. Evaluation was given less weight but remains a necessary component of formal
education. This research also demonstrated that, when designed appropriately, technology-enhanced learning environments
can enhance students' mathematical HOTS. Therefore, educational technology is a promising solution to the educational
problems of the information age |
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