Presentation on theme: "2009 10 13 2014/1/41 Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System."— Presentation transcript:
/1/41 Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System
1.Introduction - 1/2 Research Background (Game-Based Learning) - – To help students actively engage in mathematical questions and learn logic Solution Game-Based Problem-Posing System Learners must follow The stages and instructions of the problem-posing activity 2014/1/42
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. 2014/1/43
3.Game-Based Problem-Posing System Design 1. Problem-Posing function 2. Problem-Solving function 3. Feedback function 2014/1/45
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 E laboration Originality 2014/1/46
\ Analysis of Problem-Solving Ability 2014/1/47 5.Results1/3
5.Results2/3 Analysis of Problem-Posing Ability 2014/1/48 ANOVA (F p =.00 <.05), accuracy (F p =.00 <.05), flexibility (F p=.00 <.05), elaboration (F p =.00 <.05), originality (F p =.00 <.05).
5.Results3/3 Analysis of the Flow Experience Scale 2014/1/49 The result indicated a significant difference between groups t = 5.39, df =78, and p =.00 <.0.
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 2014/1/410
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. 2014/1/411
Comments The paper contents 1.Abstract Introduction Method Results Discussion Conclusions References 2.Literature review Methodology Limitation Future- work What is I learning /1/412