教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37072

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Subject: search.filters.subject.Interactive learning environments

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    Embedding game-based problem-solving phase into problem-posing system for mathematics learning
    (ELSEVIER, 2012-02-01) Chang,K. E.; Wu, L. J.; Weng, S. E.; Sung, Y. T.
    A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the “solving problem” phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students’ problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.
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    Efficacy of simulation-based learning of electronics using visualization and manipulation
    (International Forum of Educational Technology & Society, 2011-04-01) Chen, Y. L.; Hong, Y. R.; Sung, Y. T.; Chang, K. E.
    Software for simulation-based learning of electronics was implemented to help learners understand complex and abstract concepts through observing external representations and exploring concept models. The software comprises modules for visualization and simulative manipulation. Differences in learning performance of using the learning software either with or without the simulative manipulation module were investigated in 49 college sophomores. The learning performance was higher for learning software utilizing simulative manipulation and visualization yields than for that lacking simulative manipulation, which suggests that learning performance can be enhanced if visualized learning can appropriately integrate simulative manipulation activities. An analysis of the learning process revealed that the use of simulative manipulation activities to verify and clarify the existing knowledge is crucial to improving the learning performance.