A Study of Guided Interactive Learning Models on Internet

• Main Authors: Chen-Kuo Wang, 王正國
• Other Authors: Yin-Te Tsai
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/68473630935526609936

碩士 === 靜宜大學 === 資訊管理學系研究所 === 91 === On the design of asking and answer, most of conventional CAI designs are proceeding by setting up a question bank; the design of animation mostly is performing by one-sided show or play. After long-termed training, common learners usually can get great score from a question bank, but this kind of design cannot infuse the real learning conditions. The real teaching material does not only satisfy the well designs question bank, or the cut-and-dried method of solving problems, but also has to own the changeability to satisfy learners, for reaching the learning effect.「Algorithm」 course is a very tough subject to the students of computer science. There is no reason to afraid of algorithms except it is always performed by programs or pseudo codes, and learning the abstract and logical concept is tough to common people. However, it will get a surprised learning effect by means of visualization of algorithm animation to learning algorithm. Therefore, as the above learning concept, to design an animation that can catch elementary school students’ eyes on learning abstract and logical addition and subtraction will help student to learn math. The main purpose of this is to exploit the learning effect of Guided Interactive Learning on Internet and design a guided interactive learning model on Internet (GILMI) that is suitable for Grad 1 students to learn addition and sub traction. This study focuses on 30 students in Taichung County who are picked up from six classes and five members for each class.They are eleven boys and four girls, who are separated to an experiment team and a control team. This study is proceeding by quasi-experimental design of nonequivalent pretest-posttest control group design. The study tools of this study are “Mathematics achievement of students exam”and “information technology infused instruction attitude sheet” and “Guided interactive learning investigation sheet”. The information was analyzed by ANCOVA or PR., and then is performed by the statistics test or data analysis. According to the result of this study, the conclusions are as following: 1. GILMI can help students to learn addition and subtraction. 2. GILMI can help students to keep the ability of addition and subtraction. 3. Using GILMI can help students to accept the information technology infused instruction. Teachers and coming researchers can also get some suggestions and future directions from this study to design the after subjects by GILMI.