A Study on the Learning Effectiveness of Digital Reading Teaching in the Teaching Integrated Activity - A Case Study of School-based Curriculum in Fifth Grade of Elementary School

• Main Authors: Jia-Yun Liou, 劉佳昀
• Other Authors: Jen-Chih Lin, Ph. D., Chi-Ming Chuang, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4wj553

碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 105 === The major part of teaching methods is still traditional teaching method at elementary school nowadays. If teachers teach students utilizing auxiliary digital materials or methods, will be there any impact on improving students’ learning interest and effect Hence, the study aimed to investigate the comparative effects of digital reading method and non-digital reading method on elementary school 5th students’ learning of the school-based curriculum in integrated activity. 47 Taipei city students participated in the experiment. The participants are randomly assigned to two different treatments, digital reading tasks and non-digital reading tasks. The experimental group receive digital reading teaching, while the control group don’t receive any digital teaching. The two groups accept the pretest and the posttest. Participants in the experimental group fill out a questionnaire concerning the digital reading teaching. The result shows: 1. The experimental students outperform those in the control group in the school-based curriculum learning. 2. There is no significant difference between genders in the experimental and control groups. 3. For the high-level and the low-level students, there are no significant differences between the experimental and control groups. 4. After analyzing the questionnaire results, the students have a very positive reception towards the digital reading method and think the digital reading method improved their learning motivation greatly.