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報者告:古雪鈴報告日期: 2009 年 10月 13日
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Promoting Learning Engagement, Problem-Posing and Problem-Solving
Abilities through a Game-Based Problem-Posing System
1.Introduction - 1/2Research Background遊戲式學習 (Game-Based Learning) -以遊戲為基礎的學習模
式從問題擺在–到問題解決
To help students actively engage in mathematical questions and learn logic Solution
Game-Based Problem-Posing System
Learners must follow : The stages and instructions of the problem-posing activity
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1.Introduction - 2/2From Problem-Posing To Problem-Solving
1.Keil (1965) delivered a problem-
posing instruction to approximately 800 sixth-
graders.
2.Silver and Cai (1996) investigated the relationship
between problem-posing and problem-solving
through 509 middle school students.
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2.Game-Based Problem-posing Activity Design
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3.Game-Based Problem-Posing System Design1. Problem-Posing function2. Problem-Solving function3. Feedback function
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4.MethodParticipants : Grade 5 classes from Hsi-Men
Elementary School in Taipei ; 92participants consisting of 48 males and 44 females with an average age of 11 yr.
Experiment Design : quasi-experimental designProcedure : 2weeks 、 40 min ( pose-20
min 、 sole-20min )( pose-10 min 、 sole-20min 、 feedback-10min )
Four dimensions : Accuracy 、 Flexibility 、 Elaboration 、 Originality
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\
Analysis of Problem-Solving Ability
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5.Results—1/3
5.Results—2/3Analysis of Problem-Posing Ability
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ANOVA (F = 17.69 , p = .00 < .05), accuracy (F = 24.49 , p = .00 < .05), flexibility (F =22.36 , p= .00 < .05), elaboration (F = 10.42 , p = .00 < .05), originality (F =11.39 , p = .00 < .05).
5.Results—3/3Analysis of the Flow Experience Scale
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The result indicated a significant difference between groups t = 5.39, df =78, and p =.00 < .0.
6.Discussion
The Effects of the Game-Based Problem-Posing
System to the Problem-Solving Ability
The Effects of the Game-Based Problem-Posing
System to the Problem-Posing Ability
The Effects of the Problem-Based Problem-Posing
System to the Flow Experience
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7.ConclusionsEffective in promoting the overall problem-posing ability for
students
Effective in the four dimensions of the problem-posing ability
(accuracy, flexibility, elaboration, and originality)
Effectively induce a higher level of the flow experience and
increase motivation in learning.
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CommentsThe paper contents
1.Abstract 、 Introduction 、 Method 、 Results 、 Discussion 、 Conclusions 、 References
2.Literature review 、 Methodology 、 Limitation 、 Future-work
(優點:主題明確、全文之訴求重點有連貫性及前後呼應)
(建議:較無系統性文獻整理、缺研究架構研究假說、遊戲種類太多、未說明各遊戲功能意義、如何給分 、給分標準 )
What is I learning-----
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