| Summary: | 碩士 === 大同大學 === 工業設計學系(所) === 102 === In the recent years, many scholars believe that learning through games can raise benefits of several advantages. First, the increase of result in capturing the learners’ learning motivation and interest; second, having better ways to make up for the weak point of the traditional strategies of teaching; last but not least, becoming a more efficient learning style. However, our goal in this research is to find out whether or not the increase of the learner’s learning motivation will improve their grades. During the stage of elementary school fourth grade, while learning fractions, fractions configuration, equivalent fractions are the parts that appeal to be the most challenging. Therefore, this research is to investigate whether the students can learn better and promote their grades while using the strategy game learning or not. Nowadays there are many game learning materials for math fraction units, and which type of interactive learning technical or methods will be the best for helping the learners develop the concepts of fraction?
Through the interview of cram school teacher on understanding the design of game learning, we reached a conclusion of the game style learning for learning fractions must have the fragments of shape and the collocation of colors. The content must also be what the students are familiar with and what they like. With these components added within daily life, the pluralism of game style learning will also increase. Then design two different styles of fraction learning games each with a distinct interactive mode and teaching method. Plan A fraction learning game contains two of the hardest fraction units within one chapter. The content of the game uses the students’ favorite food hamburger and beverage as a question, and the students should pair up the food and beverages according to the daily diet proposal. At the same time of the game learning the pupils also get to understand the correct concept of a healthy diet. Plan B fraction learning game disperses two of the hardest fraction units within one chapter. First unit’s lesson on fractions configuration has a very similar learning idea as Plan A, except for the fragment learning part. The second unit’s lesson on Equivalent fractions combines the game with shape fragments and color collocation with pizza and beverages, and students could break apart the shapes and interact with each other. In the end we carry out the experiment’s design and result analysis, and got the conclusion below:
The strategy that are benefit for this game learning is to separate the learning units. Breaking apart the shapes, colors and numbers should be designed in a score counting game, and the shapes should be easy to be recognized and interacted. The content of this game should be life-connecting, easy to get and interesting. Score counting game attracts children to pay more attention, because they play it through collecting score to beat their rival.
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