Thus, this study strengthened the evidence for using Padlet for collaborative learning in a wider context. Thematic analysis of students’ textual responses revealed anonymity, peer-learning and engagement as key benefits.

In the Bioscience cohort, perceived benefit-to-learning strongly correlated (ρ = 0.75 p < 0.01) with fondness to use Padlet, whereas in the Dentistry cohort, it moderately correlated (ρ = 0.5 p < 0.01) with better understanding of subject content. Most Bioscience students liked to undertake collaborative learning via Padlet, whereas most Dentistry students felt more confident to ask questions and better understood content via Padlet. Dentistry students perceived Padlet to be more beneficial to learning and easier to use than Bioscience students (p < 0.01). Data revealed that majority of students across both cohorts perceived Padlet as easy to use and beneficial to learning. Data distribution was assessed via Shapiro–Wilk test, Mann–Whitney U test was used to assess distribution of responses and correlations were studied via Spearman’s rank correlation coefficient (ρ). Here, we utilised Padlet to mediate collaborative learning amongst undergraduate students from two distinct disciplines, Dentistry and Bioscience to examine students’ perceptions of Padlet-mediated learning and identify any content-specific differences. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph SketchingĬollaborative learning offers benefits but there is insufficient information on how students perceive specific digital tools supporting collaborative learning and whether there are content-related differences in students’ perceptions. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. Their performance is thus negatively affected eventually. Nevertheless, the students face great difficulties in achieving this goal and fail to relate the results obtained in the analysis and their representation in a graph.

They are then expected to solicit the results obtained to sketch the graph. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation.

Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course.

Padlet in the elementary classroom