| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 101 === This study hopes to explore the effects of learning motivation, cognitive load, cooperative learning attitude and learning achievement by using cooperative learning strategy on Scratch programming course of the elementary computer classes. Forty-six graders from two classes were divided into an experimental group, in which the students learned with the cooperative learning strategy, and a control group, in which the students learned individually. With pre-and post-test questionnaire, learning achievement tests, observation and focus group interviews to obtain qualitative and quantitative data and analysis. Through pre- and post- class questionnaires, learning achievement tests, observations and focus group interviews, both qualitative and quantitative data were collected and analyzed. The results show that students’ learning motivation was not significant difference by using different teaching model in the Scratch programming teaching, but cooperative learning model can effectively reduce students'' cognitive load, and improve their academic achievement. The results also show that students tended to cooperate with others in the learning Scratch programming software, and they can discuss with the other students to design better work.
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