Virtual graphing calculator applied in learning and the performance based on teaching experiment method

Virtual technology applications in learning are increasing due to ICT’s fast development. But how to apply virtual technology to education is the problem we are facing. This paper proposes a quasi-experimental study. Participants in this study were students in two parallel classes in the first year. The teacher used a virtual graphing calculator to provide students with learning in the experimental class. In the control class, the teacher did not use virtual technology. Students in both categories were tested after class and two months later. The results show that the learning effect of using virtual technology is slightly better, but it is not significantly different from the learning of the control class. In addition, there is no sustained effect in learning with a virtual graphing calculator. Instructors cannot give up traditional problem-solving training for students. Learning with virtual technology should pay attention to absorbing the advantages of conventional learning.