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摘要
外文摘要
引文資料
題名:
數位科技應用於小學低年級學童數學學習之反思
書刊名:
數位學習科技期刊
作者:
陶淑瑗
/
莊宗嚴
作者(外文):
Tao, Shu-yuan
/
Chuang, Tsung-yen
出版日期:
2015
卷期:
7:2
頁次:
頁53-71
主題關鍵詞:
小學一年級學生
;
悅趣式學習
;
情境式動畫
;
數學學習
;
擴增實境
;
Elementary school first-grade student
;
Game-based learning
;
Situational animation
;
Mathematics
;
Augmented reality
原始連結:
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相關次數:
被引用次數:期刊(
3
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
3
共同引用:
7
點閱:29
數學是使用符號語言進行數量、結構和變化等建構知識的學科,配合抽象化和邏輯推理等認知活動才能獲致具體化計數和計算等抽象應用的能力。研究指出,悅趣式學習藉由引導學習之機制有助於誘發學習動機,並提升學習者的創造思考、推理和批判思考等能力;動畫則在結合場景和人物設計後能以故事展現情境。在資訊科技蓬勃發展之際,擴增實境提供的人機互動也被應用於數位科技輔助學習活動,主要透過虛實場景之重疊體驗,能夠讓學習者經歷情境式學習以滋長知識建構的經驗。然而,當數位科技導入於小學低年級的數學教學現場對於學童來說是助力還是阻力,仍是一個值得探究的議題。因此,本研究運用擴增實境之特性和遊戲的優勢,建構具擴增實境機制之「桌遊活動+情境式動畫」遊戲學習系統以支援小學生的數學學習。為評估該遊戲學習系統輔助學習活動對於數學學習的影響,本研究以新北市某國民小學一年級共68位學生為研究對象,實際導入課堂之學習場域;並從學習成效、在學習過程中互動參與、學習與收穫、滿意度、學習信心的回饋反應等方面,就數位科技應用於低年級學童學習時的影響進行研究與討論。
以文找文
In the course of building up a conception pertaining to denotation with the figure in number and quantity is of great importance for the beginner who learns mathematics. However, for aiming to reach the realm of conception with concrete idea, it is necessary to have learner’s mental activities activated at the same times, as to rely entirely on what learned in the class is not good enough. Researches demonstrated that game-based learning could guide the learning activity via virtual game world, and further motivate learners, as well as enhance problem-solving abilities, such as creative thinking, reasoning, and critical thinking ability. Additionally, an animation can present the situational story by designing the scene and characters. However, whether or not these integrated teaching technologies are good for first-grade students is an unsolved research issue. Thus, this study proposes a tabletop game with situational animation and augmented reality to facilitate the primary students in learning mathematics, and further evaluates the effects of game-based activity on learning engagement and outcome.
以文找文
期刊論文
1.
Squire, K. D.、Klopfer, E.(2007)。Augmented Reality Simulations on Handheld Computers。Journal of the Learning Sciences,16(3),371-413。
2.
Gialamas, V.、Nikolopoulou, K.(2010)。In-service and pre-service early childhood teachers' views and intentions about ICT use in early childhood settings: A comparative study。Computers & Education,55,333-341。
3.
Große, C. S.(2014)。Mathematics learning with multiple solution methods: Effects of types of solutions and learners' activity。Instructional Science,42(5),715-745。
4.
Gunning, P.、Oxford, R. L.(2014)。Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada。System,43,82-100。
5.
Haugland, S. W.(2000)。What role should technology play in young children's learning? part 2. early childhood classrooms in the 21st century: Using computers to maximize learning。Young Children,55(1),12-18。
6.
Huang, Wen-Hao、Huang, Wen-Yeh、Tschopp, Jill A.(2010)。Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing。Computers & Education,55(2),789-797。
7.
Ismail, A. I.(1998)。Prevention of early childhood caries。Community Dentistry and Oral Epidemiology,26(S1),49-61。
8.
Kesim, M.、Ozarslan, Y.(2012)。Augmented reality in education: Current technologies and the potential for education。Procedia: Social and Behavioral Sciences,47,297-302。
9.
Leitão, R.、Rodrigues, J.、Marcos, A. F.(2014)。Game-based learning: Augmented reality in the teaching of geometric solids。International Journal of Art, Culture and Design Technologies,4(1),63-75。
10.
Leopold, C.、Sumfleth, E.、Leutner, D.(2013)。Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer。Learning and Instruction,27,40-49。
11.
Pea, Roy D.(2004)。The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity。The Journal of the Learning Sciences,13(3),423-451。
12.
Rodicio, H. G.、Sánchez, E.(2012)。Aids to computer-based multimedia learning: A comparison of human tutoring and computer support。Interactive Learning Environments,20(5),423-439。
13.
Roschelle, J.、Rafanan, K.、Bhanot, R.、Estrella, G.、Penuel, B.、Nussbaum, M.、Claro, S.(2010)。Scaffolding group explanation and feedback with handheld technology: Impact on students' mathematics learning。Educational Technology Research and Development,58(4),399-419。
14.
Vos, Nienke、Van der Meijden, Henny、Denessen, Eddie(2011)。Effects of constructing versus playing an educational game on student motivation and deep learning strategy use。Computers & Education,56(1),127-137。
15.
Banister, S.(2010)。Integrating the iPod Touch in K-12 education: Visions and vices。Computers in the Schools,27(2),121-131。
16.
Billinghurst, M.、Grasset, R.、Looser, J.(2005)。Designing augmented reality interfaces。ACM Siggraph Computer Graphics,39(1),17-22。
17.
Chang, Kuo-En、Wu, Lin-Jung、Weng, Sheng-En、Sung, Yao-Ting(2012)。Embedding game-based problem-solving phase into problem-posing system for mathematics learning。Computers & Education,58(2),775-786。
18.
Dunleavy, M.、Dede, C.、Mitchell, R.(2009)。Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning。Journal of Science Education and Technology,18(1),7-22。
19.
Holloway, I. D.、Ansari, D.(2009)。Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children's mathematics achievement。Journal of Experimental Child Psychology,103(1),17-29。
20.
Van Eck, R.(2006)。Digital game-based learning: It's not just the digital natives who are restless。EDUCAUSE Review,41(2),55-63。
21.
Papastergiou, Marina(2009)。Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation。Computers & Education,52(1),1-12。
22.
郭昕周、林華、周倩(19980200)。建構取向的遊戲是MUD學習環境。教學科技與媒體,37,28-40。
延伸查詢
會議論文
1.
蕭顯勝、李貞穎、洪琬諦(200905)。在遊戲情境中進行創造力教學及評量之研究。第十三屆全球華人計算機教育應用大會。臺北市。
延伸查詢
2.
Chuang, T. Y.、Shi, Y. R.、Tsai, T. H.、Yang, C. Y.、Tao, S. Y.、Ma, J. T.、Hsu, Y. J.(201211)。Uncover the ambiguity between GBL and CAI。The 20th International Conference on Computers in Education。
3.
Keller, J. M.(2000)。How to integrate learner motivation planning into lesson planning: The ARCS model approach。VII Semanario。Santiago。
學位論文
1.
朱浚維(2013)。探討基於認知風格之客製化遊戲對於學習者推理能力之影響(碩士論文)。國立臺南大學。
延伸查詢
圖書
1.
Herrell, A. L.、Jordan, M.、Eby, J. W.(2013)。Teaching in the elementary school: A reflective action approach。Boston, MA:Earson。
2.
Van Scoter, J.、Ellis, D.、Railsback, J.(2001)。Technology in early childhood education: Finding the balance。Portland, OR:Northwest Regional Educational Laboratory。
3.
Vygotsky, L. S.、Cole, Michael、John-Steiner, Vera J.、Scribner, Sylvia、Souberman, Ellen(1980)。Mind in Society: The Development of Higher Psychological Processes。Cambridge, Mass:Harvard University Press。
4.
Haugland, S. W.、Wright, J. L.(1997)。Young Children and Technology a world of discovery。Boston, MA:Allyn and Bacon。
5.
饒見維(1996)。國小數學遊戲教學法。臺北市:五南。
延伸查詢
其他
1.
教育部(2008)。國民中小學九年一貫課程綱要數學學習領域,http://www.kl2ea.gov.tw/97_sidl7/970911%E6%95°/oB8%E5%AD%B8%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E4%BF%AE%E8%A8%82(%E5%96%AE%E5%86%8A).pdf。
圖書論文
1.
Dunleavy, M.、Dede, C.(2014)。Augmented reality teaching and learning。Handbook of research on educational communications and technology。Springer。
2.
Keller, John M.(1983)。Motivational design of instruction。Instructional design theories and models: An overview of their current status。Hillsdale, NJ:Lawrence Earlbaum Associates。
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