| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系數位學習科技碩士在職專班 === 104 === The study investigates the influence on students’ core 5C competencies and learning motivation by adopting MAGIC courses designed from digital mind mapping, digital storytelling and stop-motion animation on mobile devices. Meanwhile, the correlation between students’ learning motivation, learning attitude on using panel computers and MAGIC courses was also studied.
Two hundred and three students from fourth to sixth grade in an elementary school in Tainan were chosen as the subjects of the experiment. Before the courses implemented, a pre-test on learning motivation and 5C competencies was conducted on them. After they studied in groups on panel computers, a post-test was then conducted along with two questionnaires evaluating learning attitude and satisfaction with course. In the meanwhile, student’s works were evaluated by an Evaluation form with a view to obtaining qualitative and quantitative data for further analysis.
The result found that MAGIC courses were highly acceptable among most students and indeed enhanced learning motivation and 5C competencies. Students from fourth to sixth grade were able to create digital mind mapping at different topics, while most of fifth-grade students could put together pictures and recording, producing a very complete digital storytelling. Many six-grade students, if not most, produced a very smooth series of stop-motion animation with music and sound effect to display every move of paper puppets along with storyline.
In a nutshell, the better students have performed from MAGIC courses, the higher their 5C competencies. The higher their learning motivation, the even better performances they showed from digital mind mapping, digital storytelling and stop-motion animation. The more they enjoyed studying on panel computers and felt more confident and less anxious, the higher their academic achievement and core 5C competencies.
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