| dc.description.abstract | Existing didactic strategies for learning chemistry and mathematics often do not work as well as expected. This approach may result in students not being able to integrate the learning objectives or misunderstand the terminology and meaning of the learning objective. In this thesis, this study applies computational thinking strategies to improve the existing didactic approach and incorporates extended reality technologies into chemistry and mathematics instructional aids. The purpose of this study is to explore the differences in learning experiences, learning behaviors, and learning outcomes of students who have integrated extended reality and computational thinking into the mathematics and chemistry curricula.
The subject of the experiment was students from a northern high school, and the topic of the experiment was the chemical fusion reaction. In addition, the subject of the experiment was a mathematical geometry course for students from another high school. After the experimental activity, we collected the experimental data such as pre-test and post-test evaluations, learning experience questionnaires, learning motivation questionnaires, and operating records of the system. The students were divided into high, medium, and low prior knowledge groups according to their pre-tests, and we used statistical methods to analyze their learning experience, learning behavior, and learning effectiveness.
The experimental results found that the integration of extended reality technologies and computational thinking teaching strategies into mathematics and chemistry curriculum aids students in their computational thinking skills and learning outcomes. For example, the mathematics and chemistry courses break down a large range of problems into individual steps, understanding combinatorial patterns, abstracting patterns of thinking, generating algorithmic patterns of thinking, and so on. | en_US |