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Browsing BMC Springer Open Data by Author "Chan, Tak-Wai"
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Item Enhancing achievement and interest in mathematics learning through Math-Island(2019-03-11) Yeh, Charles Y C; Cheng, Hercy N H; Chen, Zhi-Hong; Liao, Calvin C Y; Chan, Tak-WaiAbstract Conventional teacher-led instruction remains dominant in most elementary mathematics classrooms in Taiwan. Under such instruction, the teacher can rarely take care of all students. Many students may then continue to fall behind the standard of mathematics achievement and lose their interest in mathematics; they eventually give up on learning mathematics. In fact, students in Taiwan generally have lower interest in learning mathematics compared to many other regions/countries. Thus, how to enhance students’ mathematics achievement and interest are two major problems, especially for those low-achieving students. This paper describes how we designed a game-based learning environment, called Math-Island, by incorporating the mechanisms of a construction management game into the knowledge map of the elementary mathematics curriculum. We also report an experiment conducted with 215 elementary students for 2 years, from grade 2 to grade 3. In this experiment, in addition to teacher-led instruction in the classroom, students were directed to learn with Math-Island by using their own tablets at school and at home. As a result of this experiment, we found that there is an increase in students’ mathematics achievement, especially in the calculation and word problems. Moreover, the achievements of low-achieving students in the experimental school outperformed the low-achieving students in the control school (a control group in another school) in word problems. Moreover, both the low-achieving students and the high-achieving students in the experimental school maintained a rather high level of interest in mathematics and in the system.Item IDC theory: creation and the creation loop(2019-12-30) Chan, Tak-Wai; Looi, Chee-Kit; Chang, Ben; Chen, Wenli; Wong, Lung-Hsiang; Wong, Su L; Yu, Fu-Yun; Mason, Jon; Liu, Chen-Chung; Shih, Ju-Ling; Wu, Ying-Tien; Kong, Siu-Cheung; Wu, Longkai; Chien, Tzu-Chao; Liao, Calvin C Y; Cheng, Hercy; Chen, Zhi-Hong; Chou, Chih-YuehAbstract The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one’s background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students’ background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it.Item IDC theory: interest and the interest loop(2020-01-30) Wong, Lung-Hsiang; Chan, Tak-Wai; Chen, Wenli; Looi, Chee-Kit; Chen, Zhi-Hong; Liao, Calvin C Y; King, Ronnel B; Wong, Su LAbstract Numerous studies have shown that learning is enhanced when students show interest in the subject matter. However, educators continue to grapple with the challenges, or simply do not recognize their potential roles, in the development of students’ academic interest and interest in learning in general. This conceptual paper is written under the auspices of the interest-driven creator (IDC) initiative, a theoretical synthesis effort carried out by a group of educational researchers in Asia. The intention is to co-construct a holistic developmental/design framework to guide the students in fostering their learning interests, capabilities in creation, and learning habits—the three anchored concepts of IDC theory. This paper focuses on delineating a three-component “interest loop” to guide the design of a coherent learning process that encompasses a series of learning tasks. The three components are triggering interest, immersing interest, and extending interest. Underpinned by the rich literature on interest development, we will propose suitable design strategies for each of the three components, namely, curiosity, flow, and meaningfulness, respectively. We will then explicate their respective design considerations/principles to maximize the intended effects.