Development of a Two-Tier Test-Based Gaming Approach with a Misconception Detecting and Feedback Mechanism: A Case Study on the Division and Multiplication Unit for Fifth Graders

• Main Authors: LU, BOU-CHUAN, 呂伯川
• Other Authors: YANG, KAI-HSIANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/c3z8et

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 105 === Game-based learning is a learning method with the feature “feedback”, which can provide immediate feedback to assist learning. Many researches have indicated that game-based learning can promote learning attitude. However, it is necessary to combine an effective learning strategy or tool that can improve learning outcome efficiently. Two-tier test is an assessment method which can diagnose learner’s misconception, and many researches show that two-tier test may find out the misconception effectively. Therefore, researcher attempts to combine two-tier test with game-based learning, which diagnosing the misconception with two-tier test, and then providing appropriate immediate feedback by game-based learning to support learners learning. This reseach develops a two-tier test game-based learning mode, which uses in 5th grade divisor and multiple instructions. Researcher compares the difference of learning achievement, learning attitude, mathematics anxiety with general game-based learning, then investigate and analyze learner’s learning behavioral pattern and misconception. The result show that both two-tier test game-based learning mode and general game-based mode can promote learning achievement, learning attitude significantly, however the difference of both group’s learning achievement is not significant. In addition, it brings a substantial increase on learning achievement while learners spend enough time reading the high appropriateness learning content. Compared with the general game-based learning, the two-tier test mode can significantly decrease mathematics anxiety. On the other hand, the results of behavioral analysis show that present learning system is suitable for learning, and it is common to generate the misconception while 5th grade learner learning divisor and multiple units, especially the concept of common divisor.