| Summary: | 碩士 === 國立清華大學 === 資訊系統與應用研究所 === 96 === In the past years, game-based learning has gained much attention
in education. Therefore, this study aimed to develop a competitive and
collaborative English vocabulary acquisition game system on portable
devices, called Wireless Crossword Fan-Tan Game (WiCFG), which
utilized the portable technology and was applied in educational
settings. The purpose of this study was to integrate the English
learning materials, learning theories, learning activities, and
portable technology and explore the learning outcome, motivation, and
attitude of the target users after using the WiCFG system.
One class of 32 students in the 6th grade in the NS elementary
school of northern Taiwan participated in this study. The experimental
group adopted the WiCFG as an assisted English vocabulary learning
tool, while the control group used pens and papers. Students' learning
outcome, motivation and attitude in two groups were collected and
analyzed.
The research findings indicate that adopting the WiCFG could
improve the learning outcome of learners, and it is particularly
benefit for lower-achievement learners. Moreover, using WiCFG had
positive enhancements of learning motivation and engagement. In
addition, using WiCFG improved greater interdependence in group
collaborative learning. In general, the English teacher and the
students agreed that the use of WiCFG and the advantages of one-to-one
technology enhance group collaborative learning.
In the study of small group interaction, we add the media-mediated
factor and generalize 3 interaction modes: "dual communication",
"cross interaction", and "three-sides feedback". Significantly, a
"Face-to-face and portable-device-mediated interaction module" is
proposed. Nine items are identified as successful factors in this
given learning context, including: 1. active and creative production,
2. heterogeneous collaboration, 3. resource unterdependence, 4. equal
participation, 5. immediate interaction, 6. continuous engagement, 7.
re-utilization, 8. remote monitoring, and 9. digital portfolios. The
conclusions of this study are drawn below:
1. The design of WiCFG which is based on positive interdependence
facilitates effective learning of lower-achievement-learners.
2. The WiCFG is good for promoting positive group interactions and
communication in the media-mediated collaborative learning activities.
3. The WiCFG increases learning motivation, engagement, and
collaborative attitude.
4. The English teacher and the students agreed that the used of WiCFG
and the advantages of one-to-one technology could facilitate group
collaborative learning.
5. The "Face-to-face and portable-device-mediated interaction module"
can enrich the advantages of one-to-one technology-enhanced learning.
The advancements of portable devices afford learners to conduct
synchronous discussions and individual ideas made in a group could be
synthesized easily. We hope that the WiCFG will be applied in more
learning contexts to facilitate students' learning motivation and
increase the fun in English learning.
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