Effects of Principled Digitalized Interactive Components on Geometry Computer-Based-Assessment in High Schoolers With Learning Difficulties in Mathematics

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Abstract

This study investigated the effectiveness of four Digitalized Interactive Components (DICs), including annotations, pop-up glossary, signaling, and rotation, designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. Sixteen high school students with mathematics difficulties participated in the study and were tested with and without the principled DICs. Findings indicate that the principled DICs significantly improved students' accuracy and engagement duration in solving geometry problems during computer-based assessments. Analysis of video data revealed that the pop-up glossary was the most frequently used DIC, followed by signaling, while annotations were the least used.

Authors

• Changyun Liu, Rutgers University

• Dake Zhang, Rutgers University