Flipping the Flipped Classroom: A Study of the Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User Interfaces

PROJECT TITLE :

Flipping the Flipped Classroom: A Study of the Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User Interfaces

ABSTRACT:

In this study, we tend to show results that counsel tangible user interfaces (TUIs) could be used to arrange students for future learning. During a previous study, we have a tendency to found that students who used interactive tabletops before finding out a text significantly outperformed participants who browse a text 1st and used tabletops subsequently. These findings demonstrate that discovery-learning approaches are higher suited to TUIs than ancient “tell-and-follow” approaches. In our current effort, we have a tendency to generalize our findings to a totally different population, a totally different learning material, and a completely different topic. In this study, we tend to employ the tangible interface, Combinatorix (Fig. one), that allows tiny groups of students to work collaboratively and find out concepts in likelihood. Our system supports students' explorations of principles in combinatorics (i.e., permutations and combinations) that serve as foundations for learning concerning chance. We describe the design of Combinatorix, plus an experiment that examined the interaction between targeted lectures and free exploration. We have a tendency to found that students who initial explored the subject on a tangible interface and then watched a video lecture considerably outperformed students who watched a lecture 1st and then completed a hands-on activity. We discuss how the “purposeful fixedness” induced by the video lecture restricted the students' learning of chance, and conclude with guidelines for implementing interactive tabletops in classrooms.

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