| Summary: | 博士 === 國立臺灣師範大學 === 資訊教育學系 === 95 === This study investigated the effects of using PDA in a Jigsaw cooeperative learning environment upon students’ performance and interactive behaviors. A quasi-experimental research design was conducted to examine the effects. Four intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Two classes of students who used PDA in Jigsaw cooperative learning served as the experimental group (PDA group), while the other two classes of students served as the control group (non-PDA group), which was exposed to the same learning activities as the experimental group, without the aid of PDA. The findings of this study were: (1)The PDA group had higer achievements than the non-PDA group. (2) The PDA group demonstrated more positive perceptions of cooperative learning. (3) The PDA group had more cognitive interactions beneficial for learning. And regulative activities and affective utterances also occurred more often in the PDA group. To improve the implementation of using PDA in support of Jigsaw cooperating learning, it is suggested that using software to manage students’ PDAs and support information exchange and demonstration during student interaction. And future study may be conducted to examine students’ interactive progress toward knowledge construction by long-term observation and analysis. On the basis of the findings, a model of successfully incorporating PDA into Jigsaw cooperating learning is also proposed.
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