Abstract
This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating interactive projector into junior high school science classrooms on classroom interactivity and students' biology learning. The results show that there was no significant difference in students' learning achievement between teaching through interactive projector or general data projector. Thus, the integration of interactive technologies in the classrooms might not be able to ensure a better learning performance or teaching efficiency although more types of interactive actions were observed.
| Original language | English |
|---|---|
| Pages | 18-24 |
| Number of pages | 7 |
| Publication status | Published - 2012 Jan 1 |
| Event | 20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore Duration: 2012 Nov 26 → 2012 Nov 30 |
Other
| Other | 20th International Conference on Computers in Education, ICCE 2012 |
|---|---|
| Country | Singapore |
| City | Singapore |
| Period | 12-11-26 → 12-11-30 |
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All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
Cite this
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A pilot study : Can interactive projectors enhance students' performance and interactivity in the Classrooms? / Liu, Li Ying; Cheng, Meng Tzu.
2012. 18-24 Paper presented at 20th International Conference on Computers in Education, ICCE 2012, Singapore, Singapore.Research output: Contribution to conference › Paper
TY - CONF
T1 - A pilot study
T2 - Can interactive projectors enhance students' performance and interactivity in the Classrooms?
AU - Liu, Li Ying
AU - Cheng, Meng Tzu
PY - 2012/1/1
Y1 - 2012/1/1
N2 - This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating interactive projector into junior high school science classrooms on classroom interactivity and students' biology learning. The results show that there was no significant difference in students' learning achievement between teaching through interactive projector or general data projector. Thus, the integration of interactive technologies in the classrooms might not be able to ensure a better learning performance or teaching efficiency although more types of interactive actions were observed.
AB - This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating interactive projector into junior high school science classrooms on classroom interactivity and students' biology learning. The results show that there was no significant difference in students' learning achievement between teaching through interactive projector or general data projector. Thus, the integration of interactive technologies in the classrooms might not be able to ensure a better learning performance or teaching efficiency although more types of interactive actions were observed.
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UR - http://www.scopus.com/inward/citedby.url?scp=84896324334&partnerID=8YFLogxK
M3 - Paper
AN - SCOPUS:84896324334
SP - 18
EP - 24
ER -