Social Sciences & Humanities Open 7 (2023) 100476

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Social Sciences & Humanities Open

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Regular Article

Research on the application of an interactive electronic homework system

in mathematics curriculum for primary school students
Xuetan Zhai a, Fangyi Zhao b, *, Ailing Qiao a
a
College of Education, Capital Normal University, Beijing, 100037, China
b
College of Mathematics and Computer Science, Zhejiang Normal University, Jinhua, Zhejiang, 321004, China

A R T I C L E I N F O A B S T R A C T

Keywords: Electronic homework will be a trend with the improvement of informatization, and it has proved effective by
Connectionism researchers. However, there still exists a problem that the amount of students’ workload does not match their
Interactive technology knowledge level. In order to solve this problem, the study applies the connection and interaction of knowledge
Online homework
emphasized by connection to construct connectionism-based interactive electronic homework approach to
Learning performance
achieve the dynamic presentation of homework. By carrying out comparative experiments, the study has
Learning engagement
discovered that the approach can improve students’ learning performance, learning motivation and learning
engagement, and there is a positive correlation between learning engagement and learning performance.
Therefore, a connectionism-based interactive electronic homework approach will help primary school students
complete their mathematics homework in a more efficient and high-quality way.

1. Introduction points. Further, students’ knowledge acquisition is guided by the system

Homework is a means of consolidating knowledge and evaluating
learning outcomes. Some problems with traditional paper-based
homework have been discovered in the previous studies, including
substantial waste of workbook paper, single layout form, inefficient
correction and statistical analysis that are prone to mistakes, inconve­
nient saving and plagiarism (Zhang, 2019; Zheng, 2006; Bao, 2017).
With the constant improvement of educational informatization, com­
puter technology has been widely applied in teaching, and an increasing
number of teachers are assigning electronic homework to their students
(Zhou et al., 2013). For example, Hu, Gao, and Liu (2000) designed an
Internet-based online homework system to realize the functions of
homework submission, automatic correction and test question analysis.
As is known, although it has reduced teachers’ workload to a certain
extent, electronic homework is still relatively simple in form, and cannot
be dynamically assigned according to students’ learning level. There­
fore, based on the previous research, this study designs a
connectionism-based interactive electronic homework system, which
can dynamically present different topics of homework according to
students’ mastery of the knowledge points. In addition, connectionism
learning theory emphasizes the connection and interaction of knowl­
edge, and the learning contents are divided according to knowledge
to present the topics orderly according to the knowledge points. Based
on the aforementioned facts, the following questions are designed for
this study.
1. How to build a connectionism-based interactive learning environ­
ment of electronic homework?
2. Is there a significant difference in academic performance between
the classes that apply connectionism-based interactive learning
approach and the classes that do not?
3. Is there a significant difference in learning engagement between the
classes that apply connectionism-based interactive learning
approach and the classes that do not?
4. Is there a significant difference in learning motivation between the
classes that apply connectionism-based interactive learning
approach and the classes that do not?
2. Theoretical foundation and related research
2.1. Interactive electronic homework
Homework comprises the learning activities and learning process
undertaken by students (Li, 2010). “The traditional paper-based

* Corresponding author.
E-mail addresses: zhaixuetan@cnu.edu.cn, zhaixuetan@163.com (X. Zhai), zhaofy@zjnu.cn, Elisazhaomaiden@163.com (F. Zhao), qiaoal@126.com (A. Qiao).

https://doi.org/10.1016/j.ssaho.2023.100476
Received 8 June 2022; Received in revised form 23 November 2022; Accepted 12 March 2023
Available online 29 March 2023
2590-2911/© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-
nc-nd/4.0/).
X. Zhai et al.
homework model fails to enable students to complete appropriate
amount of work, and elevate their knowledge and skills to the level they
should reach (Wang & Cheng, 2014).” With the development of infor­
mation technology and the growing popularity of the Internet, tradi­
tional paper-based homework has gradually transcended to electronic
homework (Lu et al., 2010). Some researchers have investigated the
current situation of domestic homework assignment through question­
naire and interview in different sections and regions, and discovered
that electronic homework leads the future trend (Chen & Zhang, 2012).
Electronic homework has been studied by a number of researchers.
For example, Bao (2017) used an online homework platform to assign
English homework to her students, and found that it had enhanced their
interest in learning. Zou (2013) applied an online homework system to
assign homework, and found that online homework had promoted stu­
dents’ learning to some extent. Zhou (2008) developed an
Internet-based homework management system of Ajax to improve
homework management efficiency. While electronic homework in this
form is much more efficient than that of traditional homework, the study
has found that this model makes it easier to plagiarize. Some computer
scientists have proposed countermeasures to plagiarism. For example,
Zhou et al. (2013) elaborated an anti-plagiarism system for electronic
homework based on TF-IDF method of the space vector model, which
has effectively eliminated plagiarism. Fu and Xie (2013) utilized infor­
mation hiding technology to encrypt the original information, which can
detect homework plagiarism. This can help reduce students’ plagiarism,
but does not solve the problem at its root. By controlling students’
gender and grade level, the experiment investigates the relationship
between the variables of homework (amount of homework, time spent
on homework and quality of homework) and students’ academic
achievement. A multivariate analysis of variance among 454 Spanish
students aged 10–16 showed that the amount of homework completed
decreased with increased schooling, having deepen the understanding of
the complex impact of time spent on homework and academic
achievement (Núñez, Suárez, & Cerezo, 2015; Rodríguez-Pereiro et al.,
2019). The multidimensional concept of engagement plays a critical role
in knowledge acquisition and school environment, and the study by
Suárez, Regueiro and Estévez (2019) aimed at analyzing the role of
intrinsic motivation, and perceived homework utility and personal
attitude towards homework as precursors of student homework
engagement. As for Spanish students’ participation in compulsory sec­
ondary education, intrinsic motivation is a powerful precursor of stu­
dent behavioral engagement (also perceived utility and attitude in spite
of a lesser extent), and academic achievement is closely linked to the
level of student engagement, qualifying the results of many of the pre­
vious studies conducted from a task-centered perspective (as opposed to
a person-centered perspective) (Valle, Núñez, Rosário, & coords, 2017).
Therefore, this study applies an interactive electronic homework
system that addresses the aforementioned learning and the key to its
success (Wang & Chen, 2015). By summarizing the previous research
outcome, the following typical characteristics of connectionism can be
proposed. Connectionism advocates respect for students’ differences in
the learning process (Zheng, 2018). The learning process is a process of
knowledge circulation, and each knowledge point is a specific node in
the network (Siemens, 2005). Learning depends on the key nodes be­
tween knowledge points (Hu, 2015). Therefore, it can be seen that
connectionism emphasizes the connectionism of learning contents as
well as the differences between learning objects and the interaction of
the learning process. In addition, connectionism is of great significance
to guiding online learning.
Some researchers have studied the application of connectionism in
the online learning environment. Zhang & Huang (2013) have tried to
design a mobile learning environment by using connectionism theory,
and found that it can promote learners’ efficient learning. Gao (2016)
designed the MOOCs teaching model under the guidance of connec­
tionism theory, and discovered that it can promote students’ learning
efficiency and achieve personalized learning through investigation.
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Social Sciences & Humanities Open 7 (2023) 100476
Although the interaction of learning and the connection of learning
contents have occurred in the above studies under the guidance of
connectionism, the differences between learning objects have not been
taken into account. Therefore, this research proposes a
connectionism-based interactive learning method. Further, the connec­
tion of learning contents is realized through the segmentation of unit
knowledge points, the interaction of the learning process is realized
through human-computer interaction, and different topics are dynami­
cally displayed by judging students’ mastery of knowledge points in
order to distinguish the differences between learning objects.
2.2. Connectionism-based interactive electronic homework system
In this study, a connectionism-based interactive electronic home­
work system is designed to help students assess their mastery of the
knowledge that they have learned in class and complete homework
more efficiently, thereby improving students’ learning performance.
The connection of learning contents is realized through the segmenta­
tion of unit knowledge, each of which serves as a segmentation of stu­
dents’ learning. The structure of the system is shown in Fig. 1. It consists
of three modules, namely knowledge-based module, interactive feed­
back module and learning log module. The connectionism-based inter­
active learning system organizes learning through the above three
functional modules. The knowledge-based module contains learning
materials provided by teachers. These learning materials are divided by
the teachers according to the knowledge points of learning contents, and
different topics are compiled according to the knowledge points. The
interactive feedback module is the part where students interact with the
system. In comparison, traditional electronic homework is digital
homework with the certain number of questions. Similarly, students are
expected to answer the questions with the help of the Internet, and click
“Submit” button after finishing all questions. Then, teachers can see
students’ answers to questions. Feedback information is given according
to students’ answers, and different questions are dynamically presented
in accordance with students’ mastery of knowledge points in homework.
The learning log module records students’ learning behaviors, which can
judge students’ mastery of knowledge points, and then present the
weakness in the mastery of knowledge points.
First, the teacher segments the unit content to be learned into
different knowledge points, develops a knowledge structure diagram
and designs different topics based on the knowledge points in the
knowledge structure diagram. Finally, the knowledge structure diagram
and topics are added to the knowledge-based system. Fig. 2 demon­
strates the knowledge structure diagram and chapter knowledge points
of Grade 3 mathematics, and each knowledge point has a question
corresponding to the knowledge point. For example, the first knowledge
point in the first section of Chapter 1 “Understanding East, South, West,
North” is “the relevance of directions”, and there are six questions under
this knowledge point.
When students log into the connectionism-based interactive elec­
tronic homework system, they can see the questions presented by the
system. In Fig. 3, the three functions including human-computer inter­
action, information feedback and “access to test questions” module can
be realized by the learning environment constructed. As for human-
computer interaction, students answer questions by using computer
and digital devices. Under the guidance of the system, students complete
each question in turn. When the student answers a question correctly,
the system gives the feedback of the knowledge points corresponding to
the question, and then enters the next question. When the student an­
swers a question incorrectly, the system gives the feedback of the correct
answer and analysis, and adds questions with the same knowledge
points from the knowledge base to the next question. As shown in Fig. 3,
when the student answers a question incorrectly, the system gives the
feedback of the answer and analysis of the question, and then enters the
next question of the identical knowledge point.
Fig. 4 shows the connectionism-based interactive electronic
X. Zhai et al.
Fig. 1. The structure of connectionism-based interactive electronic homework system.
Fig. 2. The knowledge of connectionism-based interactive electronic home­
work system.
homework learning log module. It shows the number of homework
questions assigned by the teacher, the number of questions answered by
the students and the weak knowledge points of the students. If the stu­
dent answers a question incorrectly, the system will add a question
under the same knowledge point to homework list. Therefore, the more
questions are answered incorrectly, the more statistically answered
questions there are.
Fig. 3. The interactive feedback module of connectionism-based interactive electronic homework system.
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Social Sciences & Humanities Open 7 (2023) 100476
3. Experimental design
3.1. Research object
The subjects participating in this study were 81 students from two
classes in Grade 3 of a primary school in Tianjin. One class has 35 stu­
dents, and the other has 37 students. The researcher randomly selects a
class as experimental group. Students in this class use connectionism-
based interactive electronic homework system to complete their
homework. The other class serves as control group, and students in this
class are assigned with ordinary electronic homework. In addition, these
two classes share the same maths teacher.
3.2. Research tools
In order to evaluate students’ academic performance, the math
teachers of the school designed pre-test and post-test questions under the
instruction of the research team. This has ensured the consistent number
and difficulty of the test questions, and the test questions were revised
under the guidance of subject experts. The pre-test questions include
blank-filling questions, true-or-false questions, multiple-choice ques­
tions and short-answer questions with a full score of 100. Post-test
questions include blank-filling questions, true-or-false questions,
multiple-choice questions, picture questions and application questions
with a full score of 100.
The self-motivation questionnaire measurement refers to the ques­
tionnaire compiled by Pintrich, Smith, Garcia, and McKeachie (1991)
and revised by Wang and Chen (2010). Some parts of the questionnaire
have been revised. The revised questionnaire consists of six questions,
X. Zhai et al.
Fig. 4. The statistical module of connectionism-based interactive feedback of
interactive electronic homework system.
such as “I prefer challenging contents, because I can learn new knowl­
edge.” The Cronbach α value of the questionnaire is 0.78, indicating that
the revised questionnaire is credible.
The questionnaire measurement of learning engagement refers to the
questionnaire compiled by Schaufeli, Martinez, and Marques-Pinto
(2002) and revised by Fang, Shi and Zhang (2008) with a total of 17
questions, which are divided into three dimensions: vitality, dedication
and focus. Some parts of the questionnaire have been revised. The
revised questionnaire consists of 17 questions, such as “I am happy to
participate in online classroom learning.” and “I am often immersed in
online learning.” The questionnaire has a relatively good reliability
Cronbach α value of 0.92.
3.3. Research process
In this study, the connectionism-based interactive electronic home­
work is to help students adjust the learning process so as to improve their
academic performance. According to Fig. 5, a pre-test for specific
questions in the experimental group and the control group is conducted
first. The contents of the pre-test include the prior knowledge and
learning commitment of the specific content. Secondly, the
Fig. 5. Experimental process.
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Social Sciences & Humanities Open 7 (2023) 100476
connectionism-based interactive electronic homework for the experi­
mental group is introduced. Finally, a post-test on the learning tasks of
the experimental group and the control group is carried out. The test
includes new learning contents and learning engagement.
3.4. Research method
When classifying the students into high and low levels of learning
engagement, we have adopted random sampling. Two classes of Grade 3
students were randomly selected as experiment group and control group
for pre-test and post-test. The table on learning engagement indicates
that the learning engagement of experiment high group is overall higher
than that of control group, which spontaneously shows that the score of
experiment group is higher than that of control group.
4. Research results
4.1. Analysis of academic performance
The academic performance is analyzed by using independent sample
T tests. From the learning outcomes, the average and standard deviation
of the test scores before the experimental group are respectively 92.94
and 4.19. The average and standard deviation of the pre-test scores of
the control group are respectively 91.89 and 3.77. The T test result
(F=0.12, p=0.27>0.05) shows that there is no significant difference
between the two shifts. Therefore, students of the two classes have the
same prior knowledge before the learning activity.
In order to show whether the connectionism-based interactive elec­
tronic homework improves students’ academic performance, ANCOVA
is applied to analyze differences in academic performance by using
students’ pre-test scores as covariates and students’ post-test scores as
dependent variables. The result analysis in the article has been evalu­
ated in the analysis of academic performance. As for pre-test, there is no
difference between experiment group and control group. With regards to
post-test, there exists differences in p=0.004<0.05 between experiment
group and control group. As is shown in Table 1, the average academic
performance of the experimental group is 91.94, and that of the control
group is 87.05. The results (F=8.69, p=0.004<0.05) show a significant
difference between the two classes. Therefore, the connectionism-based
interactive electronic homework has a positive impact on the learning
outcomes of the experimental class students in the first unit.
4.2. Analysis of learning motivation
In terms of learning motivation, the average and standard deviation
of the experimental group are respectively 1.45 and 0.52, and the pre-
test of the control group are respectively 1.55 and 0.48. The T test re­
sults show that there is no significant difference in the pre-test scores of
the two classes of learning engagement (F=0.97, p=0.44>0.05). After
the learning activity, in order to eliminate the influence of the pre-test
learning motivation, test whether the new learning method improves
students’ learning motivation, students’ pre-test learning motivation
results are used as covariates, and their post-test learning motivation
results are used as dependent variables. As shown in Table 2, the average
post-test score of the experimental class is 1.68, and that of the control
class is 2.39. The results (F=21.72, p=0.00<0.05) indicate that there are
Table 1
The ANCOVA of the experimental group and the control group.
N Mean S.D. Adjusted Std. F P
mean error
Experimental 35 91.94 7.96 87.85 0.80 8.69 0.004
group
Control group 37 87.05 6.77 81.75 0.82
*p<0.05.
X. Zhai et al. Social Sciences & Humanities Open 7 (2023) 100476

Table 2 degrees. In this study, an interactive electronic homework system is

The ANCOVA of the experimental group and the control group after testing the developed, which can dynamically present different topics according to
learning motivation. students’ mastery of knowledge points, along with realization of stu­
N Mean S.D. Adjusted Std. F P dents’ personalized needs for homework. In order to verify the effec­
mean error tiveness of the learning method, a comparative experiment was
Experimental 35 1.68 0.62 1.69 0.11 21.72 0.00 conducted in a primary school. The connectionism-based interactive
group electronic homework was adopted in the experimental class, while
Control group 37 2.39 0.63 2.38 0.10 traditional electronic homework was used in the control class. It is
*p < 0.05. discovered that the students who use the interactive electronic home­
work have significantly improved their academic performance, learning
significant differences between the two classes, revealing that the motivation and learning engagement, and there is a positive correlation
connectionism-based interactive electronic homework has a significant between learning engagement and academic performance.
impact on students’ learning motivation. While adopting the new method, students can judge how they have
mastered a certain knowledge point, and then dynamically present
questions with different degrees of difficulty. This method satisfies the
4.3. Analysis of learning engagement
requirements of homework reform: improving the quality of students’
homework, realizing the requirements of improving the quality of
This study evaluates the degree of students’ engagement in the two
homework design and implementation in primary and secondary
classes by applying analysis of covariance (ANCOVA). The significance
schools as well as improving the objectives, stratification and diversity
test of the regression coefficient verifies the hypothesis of learning
of homework (Huang & Gu, 2013). Connectionism learning theory is
engagement (F=2.94, p=0.91>0.05), so further analysis of covariance
applied to realize connectionism between knowledge points. It is veri­
can be performed. Table 3 shows the results of the learning engagement
fied that the learning process is connecting knowledge points and in­
questionnaire (F=20.71, p=0.00>0.05). Therefore, the application of
formation sources (Du, 2017). In addition, the interconnectionism-based
connectionism-based interactive electronic homework can increase
interactive learning system can provide real-time feedback to students
students’ learning engagement.
when they are doing their homework. After the students finish their
Since the learning engagement questionnaire consists of three di­
homework, the learning log records students’ learning behaviors and
mensions, this study further analyzes the individual results of these three
presents weak knowledge points, which also conforms to the interaction
dimensions. The study has discovered that the test results of the signif­
of interconnectionism (Wang et al., 2019). In addition, the degree of
icance of the regression coefficients in these three dimensions are vi­
learning engagement is an important factor affecting academic perfor­
tality (F=11.23, p= 0.001<0.05), dedication (F=15.23, p=0.00<0.05)
mance (Han, 2014). This study investigates the relationship between
and focus (F=22.41, p=0.00<0.05) are all corresponding to the hy­
students’ learning engagement and academic performance through
pothesis. As is shown in Table 4, the experimental group is better than
questionnaire. It is discovered that there is a positive correlation be­
the control group in the three dimensions of learning engagement.
tween learning engagement and academic performance. Students who
use interactive electronic homework are more engaged in learning.
4.4. The relationship between high and low levels of learning engagement
In conclusion, this study has made contributions from two aspects.
and academic performance
First of all, the study has found that the use of interconnectionism-based
interactive electronic homework can improve students’ academic per­
Fig. 6 shows the relationship between the high and low level of formance. Secondly, this kind of homework increases students’ learning
learning engagement and academic performance of the students in the
engagement and learning motivation. That is to say, the new method
two classes. It has been discovered that the academic performance of the does not increase the cognitive load of students’ learning, which may be
students in the experimental group was significantly better than that of
related to the overall improvement of students’ mastery of information.
the students in the control group. In addition, the students who used the In addition, there remain some limitations in this study. First of all, due
Unicom-based interactive electronic homework to study, the students
to the small sample size of the experiment, there may be some deviation
with higher learning engagement (average=93.18) show higher in extending the research outcomes to other aspects. Secondly, the
achievement than the students with low learning engagement
interconnectionism-based interactive electronic homework system is
(average=90.78). Therefore, there is a positive correlation between the mainly developed for Grade 3 mathematics of primary school when
degree of learning engagement and academic performance.
applied to other subjects, and then the system needs to make some
modifications. In the future research, we will try to apply this research
5. Discussions and conclusions method to science disciplines for exploring its influence on academic
performance, learning motivation and learning style.
Recently, increasing discussions have been carried out on electronic
homework. Some practical studies have revealed the advantages of Financial support
electronic homework, and demonstrated that this learning mode is
beneficial to students’ learning. Some researchers further proposed that The second author has been supported by the Talent Cultivation
the amount of homework should be adapted to students of different Fund of College of Mathematics and Computer Science, Zhejiang Normal
levels, so that it would be easier to improve students’ abilities (Sun & University (Grant No. YS127920001). The third author has been spon­
Long, 2015) for realizing the personalized needs of students of different sored by the Key Research Project of National Education Sciences
Planning under the Ministry of Education (Grant No. DCA220449) and
Table 3 the Key Research Project of Beijing Education Sciences Planning (Grant
Covariance analysis of learning engagement. No. CDAA21048).
N Mean S.D. Adjusted Std. F P
mean error Ethical statements
Experimental 35 1.77 0.63 1.77 0.99 20.71 0.00
group The authors strictly abide by publication ethics of the authors
Control group 37 2.41 0.51 2.41 0.96 without any research misconduct.
*p<0.05.

5
X. Zhai et al. Social Sciences & Humanities Open 7 (2023) 100476

Table 4
Covariance analysis of the three dimensions of learning engagement.
N Mean S.D. A.M. Std. error F P

Vitality Experimental control 35 1.79 0.64 1.79 0.111 11.23 0.001

37 2.32 0.68 2.33 0.114
Dedication Experimental control 35 1.69 0.70 1.69 0.103 15.23 0.00
37 2.28 0.52 2.28 0.106
Focus Experimental control 35 1.83 0.70 1.84 0.111 22.41 0.00
37 2.61 0.62 2.60 0.114

*p < 0.05.

References

Fig. 6. The relationship between learning engagement and the academic per­
formance of the students in the two classes.
Author contribution
The authors conceptualized, designed and carried out the experi­
ment, conducted data analysis, composed the manuscript and polished
the language.
Data availability
Not applicable.
CRediT authorship contribution statement
Xuetan Zhai: Conceptualization, Methodology, Software, running;
Experimental design; Writing. Fangyi Zhao: Writing; Language polish­
ing; Paper revision. Ailing Qiao: Guidance, Supervision, Reviewing.
Declaration of competing interest
The authors declare that they have no known competing financial
interests or personal relationships that could have appeared to influence
the work reported in this paper.
Acknowledgement
The authors extend their sincere gratitude for the teachers and pri­
mary school students of Tianjin Eco-City School Affiliated to Beijing
Normal University who helped us carry out the experiment and survey.
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