Title page for 955204003


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Student Number 955204003
Author Cheng-Yu Wu(吳政育)
Author's Email Address No Public.
Statistics This thesis had been viewed 1652 times. Download 671 times.
Department Network Learning Technology
Year 2007
Semester 2
Degree Master
Type of Document Master's Thesis
Language zh-TW.Big5 Chinese
Title Design of Individual Mini-Games for Extensively Practicing Mental Arithmetic in One-to-One Classrooms
Date of Defense 2008-06-30
Page Count 100
Keyword
  • 1:1 classroom
  • game-based learning
  • mental arithmetic
  • self-paced learning
  • Abstract 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
    Table of Content 目錄
    中文摘要I
    ABSTRACTII
    誌謝III
    圖目錄VII
    表目錄IX
    第一章 緒論1
    1.1研究背景1
    1.2研究動機1
    1.3研究目的2
    第二章 文獻探討3
    2.1心算3
    2.1.1心算的定義 (Mental Arithmetic)3
    2.1.2心算的教與學4
    2.2遊戲教學理論探討5
    2.2.1遊戲定義5
    2.2.2遊戲式學習(Game-Based Learning )6
    2.3自控步調學習(SELF-PACED LEARNING)7
    2.4立即回饋 (IMMEDIATE FEEDBACK)8
    第三章 系統架構及教學內容設計9
    3.1系統架構9
    3.2老師端介面與功能10
    3.3學生端介面與功能12
    3.3.1學生登入狀態與回合間資料回饋13
    3.3.2學生學習成果展示14
    3.4流程全面數位化設計15
    3.4.1遊戲前Tutorial 設計15
    3.4.2遊戲中「補救策略」設計16
    3.4.3「再學一次」功能17
    3.4.4「請老師來」功能18
    3.4.5問卷畫面19
    3.5遊戲介紹20
    3.5.1遊戲分類20
    3.5.2星際大戰介紹22
    3.5.3森林保衛戰介紹23
    3.5.4光之城市介紹25
    3.5.5趴趴熊趴趴乘介紹26
    3.5.6釣魚大師介紹28
    3.6前後測系統介紹29
    3.7教學內容設計30
    3.7.1課程一:二位數橫式乘法補零31
    3.7.2課程二:三位數偶數除232
    3.7.3課程三:三位數尾數為偶乘533
    3.7.4課程四:三位數尾數為奇乘535
    3.7.5課程五:三位數乘5綜合練習36
    第四章 活動設計38
    4.1活動對象38
    4.1.1學生背景38
    4.1.2老師背景39
    4.2活動計劃40
    第五章 活動結果討論45
    5.1前後測分析45
    5.2「紙本內容搭配遊戲」結果分析47
    5.2.1二位數橫式乘法補零成績結果47
    5.2.2三位數偶數除以2成績結果49
    5.2.3三位數尾數為偶乘5成績結果51
    5.2.4三位數尾數為奇乘5成績結果56
    5.3「數位內容搭配遊戲」結果分析58
    5.3.1三位數乘5綜合練習成績結果58
    5.4問卷結果60
    5.4.1學生數學背景60
    5.4.2學生在學習數學上動機的改變61
    5.4.3學生學習信心的改變63
    5.4.4學生對遊戲前教學動畫的看法64
    5.4.5學生對遊戲激勵因子(以分數來作因子)的看法66
    5.4.6學生對系統回饋的觀感68
    5.4.7學生在題目內容與遊戲上的觀感69
    5.4.8學生對「釣魚大師」課程的觀感70
    5.4.9學生心目中最喜歡的遊戲71
    5.5老師訪談分析73
    5.5.1老師對整體課程看法73
    5.5.2老師對課程的認可度75
    5.5.3老師對「自控步調」學習的看法76
    5.5.4老師對「自控步調」學習上時間的調配77
    5.5.5老師對系統功能面建議78
    5.5.6老師對遊戲式學習的看法79
    5.5.7老師對學生答題記錄探討80
    5.6活動發現與結果討論81
    第六章 結論與未來工作85
    6.1結論85
    6.2未來工作85
    參考文獻87
    附錄一、學生電腦問卷90
    附錄二、學生訪談問題93
    附錄三、老師訪談問題表94
    附錄四、 活動計劃表95
    附錄五、 「二位數橫式乘法補零」紙本內容97
    附錄六、 「三位數偶數除以2」紙本內容98
    附錄七、 「三位數尾數為偶乘5」紙本內容99
    附錄八、 「三位數尾數為奇乘5」紙本內容100
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    Advisor
  • Tak-Wai Chan(陳德懷)
  • Files
  • 955204003.pdf
  • approve in 2 years
    Date of Submission 2008-07-23

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