| Summary: | 碩士 === 國立新竹教育大學 === 人力資源與數位學習科技研究所 === 103 === The study aims to probe into the influence of game theory-based cooperative learning upon the summary writing abilities and attitudes of fifth graders under the computer-supported e-learning environment. The study adopted quasi-experimental research to research into 73 fifth graders in three classrooms of an elementary school in Taichung City. A six-week experiment was conducted on the basis of six lessons from the Chinese textbook of fifth graders of the second semester of the academic year 2013-2014. The experimental group 1 carried out its teaching activities with the method of “game theory-based cooperative learning with one computer for each group,” and the experimental group 2 adopted “game theory-based cooperative learning with one computer for each student,” while the control group (Class C) adopted didactic instruction. Data were collected with (Class C) adopted didactic instruction. group, graders in three classrooms of an elementary school in Taichung City. A six-week experiment was conducted on the stionnaire.
The results of the study found that the pre-test and post-test of the two experimental groups and one control group for summary writing had significant differences. The abilities of the stionnaire.x lessons from the Chinese textbook of fifth graders of thel group 2 in different aspects were better than those of the control group which adopted traditional “didactic” instruction. With respect to their learning attitudes, the experimental group 1 had better performance in the aspects of “system operation” and “personal performance” than the experimental group 2, and there were significant differences between the two groups. In the aspect of group cooperation, students in the experimental groups held positive attitudes toward “personal performance evaluated by group members.” In addition, most students thought that the method of personal performance could help improve the participation of group members, elevate their willingness to learn, and inspire their discussion. Moreover, the method could make students with superior abilities help those with inferior abilities in the same group and reduce the situation of relying merely on others. Last but not least, in the feedback questionnaire, most students held positive attitudes toward and perspectives on the activity of “computer-supported game theory-based cooperative learning.”
Based on the study results and findings from on-site observation, the study proposed concrete suggestions on the instruction of summary writing with the computer-supported game theory-based cooperative learning to serve as references for future researches.
|
|---|
