The Study on Learning Effectiveness of Applying Mobile Devices,QR Code and Cooperative Learning in Scout Teaching Campus Edible Plants Activities

• Main Authors: LEE,YI-HUI, 李怡慧
• Other Authors: 張文智
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/w65ngp

碩士 === 中華大學 === 資訊管理學系 === 106 === The purpose of this projects is to study the effectiveness of using mobile devices and QR codes on student learning in the context of a boy-scout class on edible plants on campus. The study utilizes pretest-posttest nonequivalent-control-group design, a type of quisi-experimental design. The test subjects are students from two 9th grade classes of a New Taipei City junior high school, divided into a 30 person test group and a 28 person control group. The test group used Acer tablet computers to produce webpages and QR codes that were integrated into the ‘edible plants on campus’ activity, while the control group used desktop computers to make power point presentations for the same material. The study lasted 8 weeks, consisting of 8 classes totaling 360 minutes of learning time. Assessment tools included ‘Edible plants on campus learning assessment’ and ‘mobile learning assessment ’questionnaires given before and after the study. During the study, the aforementioned tools were used to gather data, which was further analyzed quantitatively using independent and paired sample T tests to gauge changed in student learning. Results showed: 1.On learning achievements: the experimental group showed noticeable improvements in learning achievements, while the control group showed no difference. We discovers is that the test scores on the exam were significantly lower in the experimental group than they were in the control group. 2.On learning effectiveness: the test group showed noticeable improvements in learning effectiveness, while the control group showed no difference. This shows that experimental teaching is effective at increasing student learning effectiveness. 3.On team cooperation: the test group showed noticeable improvements in increasing team cooperation, while the control group showed no difference. This shows that experimental teaching is effective at increasing student team cooperation. After dimensional studies showed that only the students team coordination skill improved noticeably. 4.On gender differences: Students of both genders in the test group showed noticeable improvements, the effects of which were more pronounced in the boys.On team cooperation, the boys showed noticeable improvements while the girls did not. This shows that experimental teaching is more suited for improving team cooperation in boys. Keywords: mobile devices, mobile learning, cooperative learning, QR Code, campus plants