The role of project-based learning with activity theory in teaching effectiveness: Evidence from the internet of things course
Author:
Funder
National Natural Science Foundation of China
Humanities and Social Sciences Youth Foundation, Ministry of Education
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12965-9.pdf
Reference114 articles.
1. Al-Huneini, H., Walker, S. A., & Badger, R. (2020). Introducing tablet computers to a rural primary school: An activity theory case study. Computers & Education, 143, 103648. https://doi.org/10.1016/j.compedu.2019.103648
2. Ali, M. F., Joyes, G., & Ellison, L. (2015). Proposing the third generation of an aligned activity system as a theoretical framework in blended learning research. Jurnal Teknologi, 75(3), 61–66. https://doi.org/10.11113/jt.v75.5044
3. Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 2158244020938702. https://doi.org/10.1177/2158244020938702
4. Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing Student Engagement: Harnessing AIED’s power in Hybrid Education—A. Review Analysis, 13, 632. https://doi.org/10.3390/educsci13070632
5. Asli, S., Abu-Alhiga, R., Algmal, S., & Hugerat, M. (2022). Teaching and learning about Bee extinction through project-based learning (PBL): Its impact on the classroom climate (CL) among eighth grader students. Sustainability, 14(12). https://doi.org/10.3390/su14127477
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