| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 106 === Due to the popularity of smart phones in recent years, the download amount of educational mobile games has increased significantly. According to the literature, having learning partners will have more learning outcomes in game based learning. Effective and successful cooperative learning can awaken students’ needs for learning, improve students'' self-awareness learning concepts, and promote the realization of attitudes and values. When the learner’s skills and challenges are balanced, they can enter the flow state. The flow experiences created through the use of game-based learning can create a sense of accomplishment for learners and allow them to reach peak experiences. Different personalities produce their unique learning styles. The interactive models will be influenced by the personalities. Their interactive models will affect the effectiveness of cooperative learning and the difference in the flow experiences .
Therefore, this study took college students as research objects, a total of 180 people were divided into four groups were respectively different-type personality group face-to-face mode, different-type personality group online synchronous mode, same-type personality group face-to-face mode, same-type personality group online synchronous mode. 20 minutes after using educational mobile games,they were asked to fill in the cooperation attitude and the flow experiences questionnaire. The basis for the personality grouping in this study is five types, which is divided into same-type and different-type group. The cooperation model is divided into online synchronization cooperation and face-to-face cooperation. Use of educational mobile game is Quiz RPG: The World of Mystic Wiz. The purpose of this study is to explore the impact of different cooperate mode and personality grouping methods on leaners’ use of educational movile games in the flow experiences and cooperative learning''s attitudes, the study provided the suggestions for future educators using educational mobile games by cooperative models to group.
Study results are summarized as below:
1. There are no significant difference in the effect of different cooperation modes and personality grouping methods on the flow experiences
2. There are statistically significant differences in the effect of different cooperation modes and personality grouping methods on cooperative learning''s attitudes
3. In a cooperative attitude, different-type personality group face-to-face mode is the best, same-type personality group online synchronous mode is second of all,third same-type personality group face-to-face mode, the worst is different-type personality group online synchronous mode.
The following suggestions were made for the future practice and research:
1. When you use the network cooperation mode, game time can be elongated.
2. The grouping of different-type personality must be more rigorous.
3. Increase rankings and incentives in educational mobile games.
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