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USABLE AND ADAPTIVE FRAMEWORK IN THE TEACHING-LEARNING BOOLEAN ALGEBRA

USABLE AND ADAPTIVE FRAMEWORK IN THE TEACHING-LEARNING BOOLEAN ALGEBRA. Dra. Silvia Beatriz González Brambila Dra. Rosa Elena Álvarez Martínez Dr. Ricardo Adán Salas Rueda. Abstract.

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USABLE AND ADAPTIVE FRAMEWORK IN THE TEACHING-LEARNING BOOLEAN ALGEBRA

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  1. USABLE AND ADAPTIVE FRAMEWORK IN THE TEACHING-LEARNING BOOLEAN ALGEBRA Dra. Silvia Beatriz González Brambila Dra. Rosa Elena Álvarez Martínez Dr. Ricardo Adán Salas Rueda

  2. Abstract • Nowadays, various institutions of higher learning in Mexico seeking to improve the educational context through the use of teaching and learning strategies based on competence development and implementation of technology.

  3. Abstract • In particular, Usable Adaptive Hypermedia System built in this research called "SHAU" provides a new alternative to improve the knowledge, skills and attitudes in students pursuing topics related to Boolean algebra.

  4. Abstract • Through Quantitative Approach and the ANOVA method can prove the SHAU improves competence development in college students.

  5. INTRODUCTION • Today, universities in Mexico integrate new pedagogical and technological strategies in their curricula in order to develop skills in students. For this reason, universities with teachers build and deploy new systems to facilitate the teaching-learning process

  6. INTRODUCTION • In particular, the design of SHAU (Usable Adaptive Hypermedia System) considered essential to adaptive evaluation and usable web interface (aesthetics and accessibility of audiovisual content) to improve the educational environment related to the Boolean algebra.

  7. SHAU Test onlearningstyle • The SHAU determines the information needed by the student related to Boolean algebra (5 thematic units) through the application of two questionnaires related style (visual or auditory) learning and knowledge level. Adaptiveassessment Audiovisual content

  8. SHAU : sample questions of test learning style • SHAU presents the content on Boolean algebra for visual and auditory learners because Troiano, Breitman and Gete (2004) explain that learning style that is prevalent among college students is the visual-verbal.

  9. SHAU : adaptive assessment • The SHAU adaptive abuts the evaluation in order to adjust the audio-visual contents required by the user by applying different questionnaires relating to the Boolean algebra. First, the student takes a quiz unit 3 called "Logic Design" (intermediate level) to determine their status

  10. SHAU : sample questions of test (adaptive assessment) • Figure shows the sample questions of test (adaptive assessment)

  11. SHAU : contents of Boolean algebra • Figure shows the audiovisual content of Boolean algebra that uses SHAU

  12. SHAU : Example of contents (visual) • Figure shows examples of contents for visual person Subtitles : Spanish Subtitles : English

  13. ANALYSIS AND DESIGN SHAU • The architecture of SHAU is composed of the web interface, the domain module and database.

  14. ANALYSIS AND DESIGN SHAU SHAU design consists of the following modules of the domain: • Content: manage audiovisual content and teaching strategies according to the characteristics of students

  15. ANALYSIS AND DESIGN SHAU • Navigation: manage audiovisual content and teaching strategies needed by the student according to the level of knowledge possessed on Boolean algebra

  16. ANALYSIS AND DESIGN SHAU • User profile: manage the characteristics of visual learners and auditory.

  17. ANALYSIS AND DESIGN SHAU • Adaptation: navigation controls usable web interface according to the student's level of knowledge and presents the audiovisual content and teaching strategies considering user needs.

  18. ANALYSIS AND DESIGN SHAU • Assessment: determines student characteristics (auditory or visual), the level of knowledge possessed on Boolean algebra and the learning process.

  19. ANALYSIS AND DESIGN SHAU • Usability is used in SHAU to design a web interface to improve the educational process through aesthetic and accessibility of audiovisual content. The aesthetic makes creating nice and sorted web sites through the grid, balance and proper use of letters and colors.

  20. METHODOLOGY • This research is supported by the Quantitative Approach and the experimental method to evaluate the academic performance of students with and without the use of SHAU at two universities located in the Federal District for the implementation of: Theoretical examination (knowledge), Laboratory practice (skills) and Participation in the classroom (attitudes).

  21. METHODOLOGY • The independent variable is related to the web interface and the dependent variable SHAU the teaching-learning process related to the Boolean algebra. The ANOVA method allows to know whether there are differences in the learning process among students using the SHAU (experimental) and control group (traditional model).

  22. METHODOLOGY • Sample used in the investigation : Scenario 1 (Computational Mathematics) and Scenario 2 (Combinatorial and Sequential Logic)

  23. METHODOLOGY : The research is conducted from the hypotheses: • Research Hypothesis (Hi1): Students who use SHAU improve their level of achievement on the Boolean algebra that students pursuing this learning process without the support of technology • Research Hypothesis (Hi2): Students who use SHAU improve their skills on the Boolean algebra that students pursuing this learning process without the support of technology • Research Hypothesis (Hi3): Students who use SHAU improve their attitudes about Boolean algebra that students pursuing this learning process without the support of technology

  24. RESULTS : (Scenario 1) • Table shows the results of the ANOVA method during the process of teaching and learning about Boolean algebra which shows that the experimental group has higher skills development compared with the control group.

  25. RESULTS : (Scenario 2) • Table shows the results of Scenario 2 where the experimental group has higher skills development compared with the control group.

  26. CONCLUSIONS AND FUTURE WORK • For the construction of SHAU, this research considered essential to design an architecture that facilitates the process of teaching and learning about Boolean algebra through the presentation of audiovisual content considering the features and the level of knowledge possessed by students

  27. CONCLUSIONS AND FUTURE WORK • For this reason, the SHAU considered as key components of the architecture the following: adaptation module, module evaluation, content module, navigation module, User Profile, database and web interface usable.

  28. CONCLUSIONS AND FUTURE WORK • ANOVA with a significance level of 0.05 and 0.01 allowed this research affirm that SHAU facilitates the process of teaching and learning about Boolean algebra through skills development: Level of use, Skills and Attitudes.

  29. CONCLUSIONS AND FUTURE WORK • Furthermore, the design of a web architecture that allows adaptation of the content (fragments) to meet the user needs and the development of teaching strategies aimed kinesthetic learning style are suggested.

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