스키마기반교수학습과 보편적설계를 적용한 모바일 수학 문장제 콘텐츠 프로토타입 개발 연구

Abstract

As ubiquitous computing technology has developed over the years, the accessibility to mobile devices has become much easier at a reasonable cost. The use of mobile device has become the norm in society. With the increase of these mobile devices, mobile learning content has equally flourished and has enabled users to expand learning opportunities through these mobile devices. In addition, Universal Design for Learning (UDL) has been incorporated in the design of these mobile learning contents to embrace students with learning disabilities, physical disabilities, different learning styles, and different cultural backgrounds. In mathematics education, there are various types of mobile learning contents in forms of e-textbook, lecture, assessment, game, and problem solving tools. Among these learning contents, this study emphasizes the importance of developing schemas based mathematics word problems, ultimately developing student’s problem solving skills. Schema-Based Instruction(SBI) allows students to approach a mathematics word problem by focusing on the problem structure with a schematic diagram. This approach to solving a word problem accelerates conceptual understanding. The purpose of this study is to develop the design prototype of mobile mathematics word problem content based on SBI and UDL. In this study, User-Centered Design (UCD) process is utilized in order to analyze tasks, student needs, and challenges to evaluate the prototypes. First, Marshall’s five schemas and one of the schema based instructional strategies are applied to the mathematics word problem prototypes throughout literature review. Qualitative data for this study was acquired through surveys, observations, pilot tests, interviews and expert evaluations. Second, two design prototypes were developed before expert evaluations and before the final prototype was developed on InVisionapp, an online prototype design tool. The first prototype was designed after analyzing student needs and challenges from the result of surveys. The second prototype was designed after observations, pilot test, and interview. There are three significant steps in UCD design process to address student needs and challenges, to analyze tasks in solving word problems and to improve system usability. The first step is persona and the second is sequence model and scenario method. The last step is designing information structure and conceptual design. Lastly, heuristic evaluation (expert evaluations for usability) was conducted for the final prototype of mobile mathematics word problem content. This study can provide a prototype for mobile mathematics word problem content based on SBI and UDL that instructs and facilitates middle school students to find a solution. The results of this study can lay the foundation for further researches on mobile contents focused on SBI. Ultimately, the prototype which was completed with UCD process can be helpful to engage and motivate students to better solve mathematics word problems.