一對一教室中使用個人迷你遊戲進行心算練習之設計; Design of Individual Mini-Games for Extensively Practicing Mental Arithmetic in One-to-One Classrooms

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Title:	一對一教室中使用個人迷你遊戲進行心算練習之設計;Design of Individual Mini-Games for Extensively Practicing Mental Arithmetic in One-to-One Classrooms
Authors:	吳政育;Cheng-Yu Wu
Contributors:	網路學習科技研究所
Keywords:	遊戲式學習;自控步調學習;1:1教室;心算;1:1 classroom;self-paced learning;mental arithmetic;game-based learning
Date:	2008-06-30
Issue Date:	2009-09-22 12:09:21 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	心算在日常生活中是常用的數學技巧，也是在做估算時一個重要的先備知識，其中一個精熟心算技巧的方法就是直接給予大量的練習，但是在傳統的教室之中大量練習的結果常使學生感到疲憊與無聊。不論在國內外皆有許多文獻指出遊戲式學習的效果，尤以在動機上的成果顯著，但是，將遊戲式學習正式納入國小課程的研究並不多。因此本研究將遊戲式學習實際納入國小課程之中，安排了一學期的遊戲式心算課程，以五款小遊戲搭配自行設計之教學內容，希望能設計出在一對一教室中以個人迷你遊戲進行心算學習的一個穩定課程，並為未來的研究者作一些基礎的分析討論。本研究針對小學四年級學生，設計一學期的遊戲式心算課程，在課程中觀察學生的行為反應，並針對學生的成績作分析研究，學生在各單元之正確率、反應時間有明顯的進步，在最後一個單元中，課程的所有流程皆在電腦上執行，使學生真正達到「自控步調」的學習，並在最後一款遊戲中加入Tutorial、立即回饋等機制，以提升學生「正確率」為優先，結果顯示學生的正確率與其他課程維持一致水平，其反應時間卻又向下降低。課程結束後的問卷及訪談，學生及老師的接受度皆反應良好，也為本研究畫下一道美好的休止符。關鍵字：心算、自控步調學習、1:1教室、遊戲式學習 Mental arithmetic is a common mathematical skill in daily life, and also a fundamental knowledge of estimation. One of the methods to be mastery of mental arithmetic is to do lots of practices, but it could cause the results that students easily feel tired and bored. There are lots of papers describing the significant effect of game-based learning, especially in fostering motivation of students, however, the research of designing of game-based learning in formal courses of elementary school are few. This study designed a game-based learning course which included five games and content that designed by the researcher for practicing mental arithmetic for a semester of elementary school. A stable course of individual mini game learning for practicing mental arithmetic in one-to-one classrooms was designed in the last unit of the curriculum. Basic analysis and discussion were also done after the end of the courses for the related researchers in the future. In the observation of the students’ behavior and the results of correct rates and response times in their answering records, we find out that they have significant progress. In the last unit of the curriculum, all the processes are done on the computers, and Tutorial mechanism was added into the system letting all students really reach self-paced learning. After the end of the curriculum, questionnaires and interviews were done by students and teachers, both of them were satisfied with the system and the learning activity. Keyword: mental arithmetic, self-paced learning, 1:1 classroom, game-based learning
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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