Share:


Design of creative virtual spaces through the use of a web application during the educational process about bank savings

    Ricardo-Adán Salas-Rueda   Affiliation
    ; Clara Alvarado-Zamorano Affiliation

Abstract

The aim of this quantitative research is to design, build and analyze the use of the web application for the teaching-learning process on bank savings. This web application builds creative educational virtual spaces where students learn and analyze the mathematical procedure related to monthly interest rate, initial balance, final balance, interest and savings account. Also, data simulation of the web application for the teaching-learning process on bank savings allows that students have an active role in the learning process through the interaction and control of the contents about bank savings. The ASSURE model facilitates the planning, organization and construction of the web application for the teaching-learning process on bank savings through the stages of analysis, setting, selection, use, requirement and evaluation. The participants are 43 students who took the Financial Mathematics course during the 2018 school year. The results of linear regressions (machine learning) indicate that the construction of creative educational virtual spaces through the web application for the teaching-learning process on bank savings influences positively the assimilation of knowledge about the bank savings, simple interest and financial mathematics. The decision tree technique identifies 3 predictive models about the use of the web application for the teaching-learning process on bank savings in the educational field. The implications of this research allow that teachers analyze the impact of information and communications technology during the realization of school activities. Therefore, educational institutions can promote the construction and use new technological tools. Finally, the web application for the teaching-learning process on bank savings is a web application that allows the construction of creative educational virtual spaces where students personalize the learning and have flexibility of time and space during the educational process on bank savings.

Keyword : ASSURE model, creative educational spaces, information and communications technology, technological education, web application

How to Cite
Salas-Rueda, R.-A., & Alvarado-Zamorano, C. (2022). Design of creative virtual spaces through the use of a web application during the educational process about bank savings. Creativity Studies, 15(2), 299–315. https://doi.org/10.3846/cs.2022.12304
Published in Issue
Apr 1, 2022
Abstract Views
127
PDF Downloads
75
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Abualrob, M., & Nazzal, S. (2020). Using WhatsApp in teaching chemistry and biology to tenth graders. Contemporary Educational Technology, 11(1), 55–76. https://doi.org/10.30935/cet.641772

Ali, A. A., Dafoulas, G. A., & Augusto, J. C. (2019). Collaborative educational environments incorporating mixed reality technologies: A systematic mapping study. IEEE Transactions on Learning Technologies, 12(3), 321–332. https://doi.org/10.1109/TLT.2019.2926727

Area-Moreira, M., Bethencourt-Aguilar, A., & Martín-Gómez, S. (2020). De la enseñanza semipresencial a la enseñanza online en tiempos de Covid-19. Visiones del alumnado, Campus Virtuales, 9(2), 35–50.

Auerbach, J. E., Concordel, A., Kornatowski, P. M., & Floreano, D. (2019). Inquiry-based learning with RoboGen: An open-source software and hardware platform for robotics and artificial intelligence. IEEE Transactions on Learning Technologies, 12(3), 356–369. https://doi.org/10.1109/TLT.2018.2833111

Cakir, O., Karademir, T., & Erdogdu, F. (2018). Psychological variables of estimating distance learners’ motivation. Turkish Online Journal of Distance Education, 19(1), 163–182. https://doi.org/10.17718/tojde.382795

Carbonaro, A. (2019). Good practices to influence engagement and learning outcomes on a traditional introductory programming course. Interactive Learning Environments, 27(7), 919–926. https://doi.org/10.1080/10494820.2018.1504307

Chelkowski, L., Yan, Zh., & Asaro-Saddler, K. (2019). The use of mobile devices with students with disabilities: A literature review. Preventing School Failure: Alternative Education for Children and Youth, 63(3), 277–295. https://doi.org/10.1080/1045988X.2019.1591336

Chin, K.-Y., Wang, Ch.-Sh., & Chen, Y.-L. (2019). Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course. Interactive Learning Environments, 27(7), 927–941. https://doi.org/10.1080/10494820.2018.1504308

Das, B., Majumder, M., Phadikar, S., & Sekh, A. A. (2019). Automatic generation of fill‐in‐the‐blank question with corpus‐based distractors for e‐assessment to enhance learning. Computer Applications in Engineering Education, 27(6), 1485–1495. https://doi.org/10.1002/cae.22163

Gezgin, D. M., Adnan, M., & Acar Guvendir, M. (2018). Mobile learning according to students of computer engineering and computer education: A comparison of attitudes. Turkish Online Journal of Distance Education, 19, 4–17. https://doi.org/10.17718/tojde.382653

Harsasi, M., & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19(1), 89–99. https://doi.org/10.17718/tojde.382732

Haug, T., & Ebling, S. (2019). Using open-source software for sign language learning and assessment: The case of a web-delivered Yes/No vocabulary test for Swiss German sign language. International Journal of Emerging Technologies in Learning, 14(19), 188–196. https://doi.org/10.3991/ijet.v14i19.11123

Hwang, W.-Y., Wati Dewi Purba, S., Liu, Y., Zhang, Y.-Y., & Chen, N.-Sh. (2019). An investigation of the effects of measuring authentic contexts on geometry learning achievement. IEEE Transactions on Learning Technologies, 12(3), 291–302. https://doi.org/10.1109/TLT.2018.2853750

Jaffar, M. A., & Musa, R. (2019). Factorial validation and measurement model of attitude and intention towards adoption of Islamic financing among non-users. In F. Hassan, I. Osman, E. S. Kassim, B. Haris, & R. Hassan (Eds.), Contemporary Management and Science Issues in the Halal Industry: Proceedings of the International Malaysia Halal Conference (IMHALAL) (pp. 65–76). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-13-2677-6_6

Jones, K., Raynor, Ph., & Polyakova-Norwood, V. (2020). Faculty caring behaviors in online nursing education: An integrative review. Distance Education, 41(4), 559–581. https://doi.org/10.1080/01587919.2020.1821601

Kamalova, L. A., Umbetova, M. Zh., & Putulyan, N. S. (2021). Technologies and practices of linguistic and sociocultural adaptation of foreign students during their studies at the university. Contemporary Educational Technology, 13(1). https://doi.org/10.30935/cedtech/9312

Laato, S., Laine, T., & Sutinen, E. (2019). Affordances of music composing software for learning mathematics at primary schools. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2259

Larmuseau, Ch., Desmet, P., & Depaepe, F. (2019). Perceptions of instructional quality: Impact on acceptance and use of an online learning environment. Interactive Learning Environments, 27(7), 953–964. https://doi.org/10.1080/10494820.2018.1509874

Lee, K. (2020). Who opens online distance education, to whom, and for what? Distance Education, 41(2), 186–200. https://doi.org/10.1080/01587919.2020.1757404

López, A., Burgos, D., Branch, J. W., & Younes-Velosa, C. (2020). Un nuevo paradigma en la enseñanza universitaria basado en competencias digitales para profesores. Campus Virtuales, 9(2), 71–82.

Matviyevskaya, E. G., Tavstukha, O. G., Galustyan, O. V., Ignatov, P. A., & Miroshnikova, D. V. (2019). Formation of information and communication competence of future teachers. International Journal of Emerging Technologies in Learning, 14(19), 65–76. https://doi.org/10.3991/ijet.v14i19.10990

Meishar-Tal, H., & Shonfeld, M. (2019). Students’ writing and reading preferences in a paperless classroom. Interactive Learning Environments, 27(7), 908–918. https://doi.org/10.1080/10494820.2018.1504306

Mohammad, H., & Abu-Amara, F. (2019). A mobile social and communication tool for autism. International Journal of Emerging Technologies in Learning, 14(19), 159–167. https://doi.org/10.3991/ijet.v14i19.10887

Pardo, A., Gašević, D., Jovanovic, J., Dawson, Sh., & Mirriahi, N. (2019). Exploring student interactions with preparation activities in a flipped classroom experience. IEEE Transactions on Learning Technologies, 12(3), 333–346. https://doi.org/10.1109/TLT.2018.2858790

Pecanin, E., Spalevic, P., Mekic, E., Jovic, S., & Milovanovic, I. (2019). E‐learning engineers based on constructive and multidisciplinary approach. Computer Applications in Engineering Education, 27(6), 1544–1554. https://doi.org/10.1002/cae.22168

Pleines, Ch. (2020). Understanding vicarious participation in online language learning. Distance Education, 41(4), 453–471. https://doi.org/10.1080/01587919.2020.1821605

Ramírez-Montoya, M. S. (2020). Transformación digital e innovación educativa en Latinoamérica en el marco del COVID-19. Campus Virtuales 9(2), 123–139.

Salas-Rueda, R.-A. (2019). Construction and evaluation of a web application for the educational process on normal distribution considering the science of data and machine learning. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2085

Salas Rueda, R. A. (2018). Uso del servicio en la nube GeoGebra durante el proceso enseñanza-aprendizaje sobre las matemáticas. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 8(16). https://doi.org/10.23913/ride.v8i16.331

Salas Rueda, R. A., Jesús Vázquez-Estupiñán, de J., & Lugo García, J. L. (2016). Avatar use in the process of learning on applications of derivatives. Revista de Comunicación de la SEECI, 39, 72–88. https://doi.org/10.15198/seeci.2016.39.72-88

Shakah, G., Al-Oqaily, A. T., & Alqudah, F. (2019). Motivation path between the difficulties and attitudes of using the e-learning systems in the Jordanian universities: Aajloun University as a case study. International Journal of Emerging Technologies in Learning, 14(19), 26–48. https://doi.org/10.3991/ijet.v14i19.10551

Shelevoi, D. G., Ostroushko, A. V., Pervozvanskaya, O. A., Kamasheva, Y. L., Aytuganova, J. I., & Kazakov, A. V. (2020). Student attitude to internet resources of charitable subjects. Contemporary Educational Technology 11(1), 1–9. https://doi.org/10.30935/cet.641751

Singh, G., Mantri, A., Sharma, O., Dutta, R., & Kaur, R. (2019). Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students. Computer Applications in Engineering Education, 27(6), 1361–1375. https://doi.org/10.1002/cae.22156

Sistemasusables.com. (2021). Savings account. http://sistemasusables.com/mf/acc/inicio.html

Stratton, E., Chitiyo, G., Mathende, A. M., & Davis, K. M. (2020). Evaluating flipped versus face-to-face classrooms in middle school on science achievement and student perceptions. Contemporary Educational Technology, 11(1), 131–142. https://doi.org/10.30935/cet.646888

Sukhbaatar, O., Usagawa, T., & Choimaa, L. (2019). An artificial neural network based early prediction of failure-prone students in blended learning course. International Journal of Emerging Technologies in Learning, 14(19), 77–92. https://doi.org/10.3991/ijet.v14i19.10366

Todri, A., Papajorgji, P., Moskowitz, H., & Scalera, F. (2021). Perceptions regarding distance learning in higher education. Smoothing the Transition, Contemporary Educational Technology, 13(1). https://doi.org/10.30935/cedtech/9274

Tomić, M. K., Aberšek, B., & Pesek, I. (2019). GeoGebra as a spatial skills training tool among science, technology engineering and mathematics students. Computer Applications in Engineering Education, 27(6), 1506–1517. https://doi.org/10.1002/cae.22165

Toylan, M. Y., & Cetin, E. (2019). Design and application of a KNX‐based home automation simulator for smart home system education. Computer Applications in Engineering Education, 27(6), 1465–1484. https://doi.org/10.1002/cae.22162

Xu, Sh., & Zhu, Sh. (2020). Factors influencing K-12 teachers’ intention to adopt mobile devices in teaching. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 37(4), 292–309. https://doi.org/10.1080/07380569.2020.1830257

Yang, Q.-F., Hwang, G.-J., & Sung, H.-Y. (2020). Trends and research issues of mobile learning studies in physical education: A review of academic journal publications. Interactive Learning Environments, 28(4), 419–437. https://doi.org/10.1080/10494820.2018.1533478

Zhou, M., & Li, Z. (2019). Blended mobile learning in theatre arts classrooms in higher education. Innovations in Education and Teaching International, 56(3), 307–317. https://doi.org/10.1080/14703297.2018.1447389