A study of utilizing Group Scribbles to design a「Cross Number puzzle 」game integrated feedback in the computing ability of addition and subtraction

• Main Authors: Hsieh Chun Jung, 謝駿榮
• Other Authors: Lin Chiu Pin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/56493974975021870683

碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 98 === The purpose of this study was to design a system of unknown numbers of addition and subtraction integrated with feedback mechanism according to the ability indicators of number/quantity and algebra, and by using Group Scribbles 2.0, the CSCL app, co-developed by SRI International. The content combined collaboration learning model for co-solving problems was to promote the pupils to understand and love unknown numbers. The study adopted pretest-posttest experimental design with delayed test. The objects were eighty-three students from three classes studied in forth grade in an elementary school. Comparing the achievement of learning in traditional learning with in single-perform learning, and in single-perform learning with in collaboration learning. The findings were as follows: 1. After analyzing the tests, there was no significant difference for pretest-posttest in the class of traditional learning, and there were significant differences in the classes of single-perform and collaboration learning, especially the collaboration one. 2. After analyzing the results of statistics, finding that there was significant difference for posttest between single-perform class and collaboration class. It showed that the collaboration strategy was helpful for pupils to learn the unknown numbers of addition and subtraction. 3. Concerning the feedbacks of system, the single-perform class used more number of times in average than collaboration class. It showed that single-learning students were more rely on using feedbacks when there were no collaboration. Within in, students who made the lower achievement, used the feedbacks more, and got the better grades. 4. According to the questionnaires of manner and sound records of interview, finding that the system of Cross Number Puzzle can inspire students to learn actively, promote team collaboration, cultivate interesting in math, understand the importance to help with each other, and increase the abilities of thinking and problem-solving. 5. Analyzing the solving paths from the process of system, finding that the question types of Cross Number Puzzle based on collaboration can be sorted out as five models: self-computing, overlap-comparing, co-relaying, assistant-check, and head-tail-computing. 6. Observing the videos, there were three interaction models in the collaboration class: Ideal, Tete-a-tete, and Unresponsive. 7. Comparing the atmosphere among the three classes: collaboration one was lively, single-perform one was calm, and the traditional one was low-spirited.