| Summary: | 碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 102 === The purpose of this study was to explore the learning effect of variant character error correctional curriculum by using diagnostic-based gaming teaching strategies in elementary school students.
Quasi-experimental study was used in the study. The subjects of the research were 2 classes of 49 students with fourth grade students from one elementary school in Taichung City. During six weeks learning, the two classes were divided into two groups, a control group with the traditional teaching strategies and another experimental group with the diagnostic-based gaming teaching strategies. Two evaluation tools, including the posttest and the delayed test of variant character error correctional courses, were used in the study. The students’ learning effect was analyzed in quantitative data.
The findings were as follows：
1. The students in experimental groups had better learning effect of variant character error correctional curriculum than the students in control group.
2. For "sound and shape similar" in variant character error categories, the effectiveness of teaching by using " diagnostic-based gaming teaching strategies " is significantly better than using "traditional teaching strategies".
3. For "sound and shape similar" in variant character error categories, the achievement of the delayed test by using " diagnostic-based gaming teaching strategies" is significantly better than using "traditional teaching strategies".
4. For low learning achievement of students, the effectiveness of teaching by using "diagnostic-based gaming teaching strategies" in "sound and shape similar" variant character error categories is significantly better than using "traditional teaching strategies".
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