Effects of Game Context on Third-graders’ Fraction Learning

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 101 === The purpose of this research was to develop a fraction game for third-graders, to examine the effects of game context on fraction learning performance, and to investigate students’ satisfaction and attitude toward the learning game. Quasi-experimental design w...

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Bibliographic Details
Main Author: 陳祐禎
Other Authors: 邱貴發
Format: Others
Language:zh-TW
Published: 2013
Online Access:http://ndltd.ncl.edu.tw/handle/51570010246846928897
Description
Summary:碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 101 === The purpose of this research was to develop a fraction game for third-graders, to examine the effects of game context on fraction learning performance, and to investigate students’ satisfaction and attitude toward the learning game. Quasi-experimental design was implemented. 50 students and 1 teacher participated in this study. A class with 24 students was assigned as the group using fraction game, and the other class with 26 students was assigned as the group using fraction e-picture book. Either group uses the fraction game or e-picture book for 4 weeks, and data were collected through learning sheets, fraction tests, questionnaires and teacher’s feedbacks. Descriptive statistics, independent t-test, repeated t-test and Wilcoxon-Mann-Whitney test were applied to analyze the data. The results indicated a significant improvement in students’ satisfaction, i.e. students could engage in the fraction game and glad to try the concepts of fraction they haven’t learned yet. Both groups have the significant improvement on the fraction test, but no significant between groups. To sum up, the fraction game is a usable system, and the fraction game demonstrated that learning fraction concepts through a game-context has the potential in mathematics education.