Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation
Virtual tools are rapidly supplementing physical tools in classrooms. Although extensive research has compared the benefits of using virtual and physical manipulatives, few studies have systematically explored the learning benefits of using a physical and a virtual tool. As the major learning goal i...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2025-04-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/28_2#h.gwcc8p27m41s |
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| _version_ | 1850182618645004288 |
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| author | Seokmin Kang, Chun-Hao Chang, Sungyeun Kim |
| author_facet | Seokmin Kang, Chun-Hao Chang, Sungyeun Kim |
| author_sort | Seokmin Kang, Chun-Hao Chang, Sungyeun Kim |
| collection | DOAJ |
| description | Virtual tools are rapidly supplementing physical tools in classrooms. Although extensive research has compared the benefits of using virtual and physical manipulatives, few studies have systematically explored the learning benefits of using a physical and a virtual tool. As the major learning goal in science, technology, engineering, and mathematics (STEM) education is to help students better understand scientific and mathematical concepts and processes, this study reviewed empirical studies comparing learning performance between working with physical and virtual manipulatives published between 2000 and 2022 in Education and Psychology journals. The results revealed inconsistent patterns in learning comparison across studies even with similar interventions. The discrepancy was reinterpreted based on the amount of information provided by tools, and cognitive engagement calibrated by verbs from instructional directives in the implementation. It was found that learners showed better learning performance when a tool provided more concept-related information and when they engaged in their learning activities more deeply, not whether a physical or a virtual manipulative was used. The implementation guideline for teachers to consider was discussed when they create lesson plans with physical and virtual manipulatives. |
| format | Article |
| id | doaj-art-bb38cd7be3e0450cb8e182e1cd3073e7 |
| institution | OA Journals |
| issn | 1176-3647 1436-4522 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj-art-bb38cd7be3e0450cb8e182e1cd3073e72025-08-20T02:17:34ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222025-04-012823552https://doi.org/10.30191/ETS.202504_28(2).RP03Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementationSeokmin Kang, Chun-Hao Chang, Sungyeun KimVirtual tools are rapidly supplementing physical tools in classrooms. Although extensive research has compared the benefits of using virtual and physical manipulatives, few studies have systematically explored the learning benefits of using a physical and a virtual tool. As the major learning goal in science, technology, engineering, and mathematics (STEM) education is to help students better understand scientific and mathematical concepts and processes, this study reviewed empirical studies comparing learning performance between working with physical and virtual manipulatives published between 2000 and 2022 in Education and Psychology journals. The results revealed inconsistent patterns in learning comparison across studies even with similar interventions. The discrepancy was reinterpreted based on the amount of information provided by tools, and cognitive engagement calibrated by verbs from instructional directives in the implementation. It was found that learners showed better learning performance when a tool provided more concept-related information and when they engaged in their learning activities more deeply, not whether a physical or a virtual manipulative was used. The implementation guideline for teachers to consider was discussed when they create lesson plans with physical and virtual manipulatives.https://www.j-ets.net/collection/published-issues/28_2#h.gwcc8p27m41saffordancecognitive engagementinstructional directiveslearningphysicalvirtual |
| spellingShingle | Seokmin Kang, Chun-Hao Chang, Sungyeun Kim Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation Educational Technology & Society affordance cognitive engagement instructional directives learning physical virtual |
| title | Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation |
| title_full | Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation |
| title_fullStr | Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation |
| title_full_unstemmed | Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation |
| title_short | Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation |
| title_sort | working with physical and virtual manipulatives a systematic review of affordance and cognitive engagement manifested through implementation |
| topic | affordance cognitive engagement instructional directives learning physical virtual |
| url | https://www.j-ets.net/collection/published-issues/28_2#h.gwcc8p27m41s |
| work_keys_str_mv | AT seokminkangchunhaochangsungyeunkim workingwithphysicalandvirtualmanipulativesasystematicreviewofaffordanceandcognitiveengagementmanifestedthroughimplementation |