| Summary: | 碩士 === 大葉大學 === 管理學院碩士在職專班 === 102 === The performance of Taiwan elementary students in recent international mathematics assessments was outstanding. However, Taiwan students’ learning attitude toward mathematics was behind other countries’. How to maintain the performance level while enhance student’s learning attitude toward mathematics has emerged as a critical issue. This study aims to explore the effects of digital game-based cooperative learning approach on primary school mathematics learning outcomes. The researcher designed the digital game-based cooperative learning tasks for “factors and multiples” unit. A class of fifth graders in a public elementary school participated in the experimental teaching. A Quasi-experimental approach was adopted that experimental group was taught by the digital game-based cooperative learning approach while control group was taught by the traditional didactics. To test the hypotheses, data was collected from pre-test and post-test including unit achievements, learning attitude toward mathematics and personal interviews as well as teacher’s observations and reflections. Results showed that (1) for mathematics high-achieving students, there was no significant difference on achievements and learning attitude between two groups; (2) for both mathematics medium-achieving and low-achieving students, there was a significant difference on achievements but no difference on learning attitude after digital game-based cooperative learning. Qualitative data revealed that students in experimental group preferred digital game-based cooperative learning method than the didactics and realized the importance of cooperation. The findings provide pedagogical implications as a reference for elementary school teachers.
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