# Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System 報者告：古雪鈴 報告日期：2009年10月13日 2017/3/25.

## Presentation on theme: "Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System 報者告：古雪鈴 報告日期：2009年10月13日 2017/3/25."— Presentation transcript:

Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System 報者告：古雪鈴 報告日期：2009年10月13日 2017/3/25

1.Introduction - 1/2 Research Background

1.Introduction - 2/2 From Problem-Posing To Problem-Solving
1.Keil (1965) delivered a problem- posing instruction to approximately 800 sixth- graders. 2.Silver and Cai (1996) investigated the relationship between problem-posing and problem-solving through 509 middle school students. 2017/3/25

2.Game-Based Problem-posing Activity Design
2017/3/25

3.Game-Based Problem-Posing System Design
1. Problem-Posing function 2. Problem-Solving function 3. Feedback function 2017/3/25

4.Method Participants：Grade 5 classes from Hsi-Men Elementary School in Taipei；92participants consisting of 48 males and 44 females with an average age of 11 yr. Experiment Design：quasi-experimental design Procedure：2weeks、40 min（pose-20 min 、sole-20min）（ pose-10 min 、sole-20min 、feedback-10min） Four dimensions ：Accuracy、 Flexibility、Elaboration、 Originality 2017/3/25 6

5.Results—1/3 \ Analysis of Problem-Solving Ability 2017/3/25

5.Results—2/3 Analysis of Problem-Posing Ability ANOVA
(F＝17.69，p = .00 < .05), accuracy (F＝24.49，p = .00 < .05), flexibility (F＝22.36，p= .00 < .05), elaboration (F＝10.42，p = .00 < .05), originality (F＝11.39，p = .00 < .05). 2017/3/25

5.Results—3/3 Analysis of the Flow Experience Scale
The result indicated a significant difference between groups t = 5.39, df =78, and p =.00 < .0. 2017/3/25

6.Discussion The Effects of the Game-Based Problem-Posing System to the Problem-Solving Ability The Effects of the Game-Based Problem-Posing System to the Problem-Posing Ability The Effects of the Problem-Based Problem-Posing System to the Flow Experience 2017/3/25

7.Conclusions Effective in promoting the overall problem-posing ability for students Effective in the four dimensions of the problem-posing ability (accuracy, flexibility, elaboration, and originality) Effectively induce a higher level of the flow experience and increase motivation in learning. 2017/3/25

1.Abstract 、Introduction 、Method 、 Results、 Discussion、Conclusions 、 References 2.Literature review 、 Methodology 、Limitation 、Future-work （優點：主題明確、全文之訴求重點有連貫性及前後呼應） （建議：較無系統性文獻整理、缺研究架構研究假說、遊戲種類太多、未說明各遊戲功能意義、如何給分 、給分標準 ） What is I learning----- 2017/3/25

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