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All Journal Online Learning in Educational Research Mathematics Education Journal Journal on Mathematics Education
Lavicza, Zsolt
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Developing the Digital Task Analysis (DTA) framework to enable the assessment and redesign of digital resources in mathematics education Lindenbauer, Edith; Infanger, Eva-Maria; Lavicza, Zsolt
Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i3.pp483-502

Abstract

Digital task design is an important issue when integrating technology into mathematics education. However, existing frameworks often are not fine-grained enough for supporting teachers in designing tasks or they only focus on geometric topics. In this paper, we share a case study as the first cycle of our design-based research study that aims to extend and adapt the well-known Dynamic Geometry Task Analysis framework for analyzing further digital materials. The adapted framework is named Digital Task Analysis (DTA) model and can be utilized to analyze, modify, and design digital materials from other mathematical topics. The model focuses on supporting teachers in integrating two essential aspects within digital materials, namely creating cognitively stimulating tasks and exploiting added value of technology. In this paper, we present the first analyses of three cases representing digital materials including visualizations addressing lower secondary mathematics following the DTA model. The results show that the presented DTA model is suitable to analyze such digital materials and has the potential to support teachers in designing, assessing, and modifying digital tasks that support learners in focusing their attention on mathematically relevant aspects of digital resources, and in deepening their awareness of how to formulate targeted tasks for learners.
Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks Laksmiwati, Pasttita Ayu; Hidayah, Miftahul; Schmidthaler, Eva; Prahmana, Rully Charitas Indra; Sabitzer, Barbara; Lavicza, Zsolt
Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i3.pp585-602

Abstract

Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence.
Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic Yunianto, Wahid; Lavicza, Zsolt; Kastner-Hauler, Oliver; Houghton, Tony
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp1027-1052

Abstract

ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The present investigation employed an educational design research (EDR) methodology in which the researchers incorporate ChatGPT into our Math+CT lessons to assist students in accomplishing the task. We purposely selected the participants who are mainly postgraduate students and collected data from the participants’ conversation with ChatGPT and recorded their screens while interacting with ChatGPT and our Math+CT task. We analyzed the data through descriptive qualitative method on the participants’ prompts, the final codes and the number of iterations. The researchers examined how ChatGPT could be utilized to assist the participants in writing GeoGebra commands in terms of its benefits and limitations. ChatGPT assisted most participants in completing the task successfully, with only a basic need for proficiency in GeoGebra commands, mathematics, and critical thinking. However, it revealed that participants did not yet utilize an affective prompt to ChatGPT. Furthermore, ChatGPT has the potential to be utilized for differentiated instruction due to the fact that its responses to individual users vary significantly based on the input prompts. Limited understanding of basic GeoGebra commands, and mathematical concepts could hinder the participants from training ChatGPT or prevent them from arguing with ChatGPT. This study enhances the existing literature by illustrating that ChatGPT can facilitate critical CT aspects, including programming and debugging, in a mathematics education context. This suggests that AI tools such as ChatGPT can contribute to the development of independent problem-solving skills, provide tailored support based on the needs of individual students, and enhance personalized learning experiences. Additional research involving students in school is required in order to gain a deeper understanding of the integration of ChatGPT into Math+CT lessons.
Enhancing Digital Learning in Higher Education: The Mediating Role of Academic Self-Efficacy in Motivation and Engagement Agusnaya, Nurrahmah; Wahid, Abdul; Akbar, Muh.; Hidayat M, Wahyu; Sanatang, Sanatang; Soeharto, Soeharto; Lavicza, Zsolt
Online Learning In Educational Research (OLER) Vol 4, No 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.505

Abstract

This study investigates the impact of Relevant and Applicable Content (RAC) and Learner Support (LS) on Motivation and Engagement (ME) in digital learning, mediated by Academic Self-Efficacy (ASE). Higher education faces challenges in maintaining student motivation and engagement along with the rapid growth of digital learning technologies. However, limited research has explored the roles of RAC and LS in this context. This study aimed to address this gap by examining ASE's mediating influence. A quantitative approach was utilized, collecting data through self-report questionnaires from 375 university students. Structural Equation Modeling (SEM) was used to analyze the relationships among variables. The results revealed that RAC and LS positively influenced ME directly and indirectly through ASE. These findings emphasize the need for relevant content and robust learner support to design effective digital learning programs. Implementing these strategies can foster motivation, engagement, and student-centred learning outcomes in higher education
Enhancing Computational Thinking Skills through Digital Literacy and Blended Learning: The Mediating Role of Learning Motivation Nirmala, Putri; Suhardi, Iwan; Kaswar, Andi Baso; Surianto, Dewi Fatmarani; B, Muhammad Fajar; Soeharto, Soeharto; Lavicza, Zsolt
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.504

Abstract

In the digital era, computational thinking becomes an essential skill to overcome technological challenges in 21st centuryeducation. This study investigates the impact of digital literacy and blended learning on computational thinking skills, focusing on the mediating role of learning motivation. A total of 413 university students from blended learning environments participated, using a structured questionnaire with validated scales for digital literacy, computational thinking, and learning motivation. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test direct and mediation relationships. The results showed that digital literacy and blended learning significantly influenced computational thinking, with learning motivation acting as a mediator that strengthened this relationship. Digital literacy showed a greater influence than blended learning. These findings highlight the importance of integrating digital literacy and motivational strategies into blended learning to optimize the development of computational thinking skills, as well as providing insights for learning design that is relevant to the needs of the 21st century.
Learning Mathematical Literacy Across Islands in an Archipelagic Country Through Cross-Cultural STEM Trails Cahyono, Adi Nur; Sukestiyarno, Yulius Leonardus; Kharisudin, Iqbal; Iqbal, Muhammad; Zulkardi; Safrudiannur; Lavicza, Zsolt; Miftahudin
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explored a program aimed at designing cross-cultural STEM trails in three regions of an archipelagic country to enhance students' mathematical literacy. The research employed an exploratory mixed-methods design, involving 30 prospective teachers, in-service teachers, and lecturers and 50 students. Data were collected through observations, interviews, documentation, and mathematical literacy tests. They were analyzed using qualitative coding/triangulation and ANOVA. The study took place in three cities located on different islands during the 2024 academic year. The study began with implementation of a teacher training program to equip them with the necessary skills to design STEM Trails using the stemtrails.id platform. This application was developed in previous research. The trails were designed to integrate STEM contexts, cultural themes, and landmark elements in three Indonesian cities. Students used the trails to learn mathematical literacy and gain insight into the cultures of other regions. The location of tasks and trails in remote areas prompted task authors to innovate task design using technologies such as 3D printing. This technology facilitates student exploration, as with general math trails, but also incorporates miniature object models relevant to the tasks. The teacher selected project-based learning as an appropriate model for this strategy. The results demonstrated measurable improvements in mathematical literacy, with average post-test scores rising from M = 68.4 (SD = 9.3) to M = 81.7 (SD = 8.6), t(142) = 9.21, p < .001. Cross-island cultural triangulation fostered collaborative learning across geographically separated regions, thereby demonstrating a strategy for overcoming archipelagic barriers. The model can be expanded to other regions through digital integration and culturally grounded STEM task design. In this way, it can offer a pathway for nationwide application.
Co-Authors Abdul Wahid Adi Nur Cahyono Agusnaya, Nurrahmah Akbar, Muh. Andi Baso Kaswar Andi Baso Kaswar Dewi Fatmarani Surianto Hidayat M, Wahyu Houghton, Tony Infanger, Eva-Maria Iqbal Kharisudin Iwan Suhardi Kastner-Hauler, Oliver Laksmiwati, Pasttita Ayu Lindenbauer, Edith Miftahudin Miftahul Hidayah, Miftahul Muhammad Fajar B Muhammad Iqbal NIRMALA, PUTRI Rully Charitas Indra Prahmana Sabitzer, Barbara Safrudiannur Sanatang Schmidthaler, Eva Soeharto Soeharto Sukestiyarno, Yulius Leonardus Yunianto, Wahid Zulkardi