Comparative Study of Virtual Learning Community and Tangible Learning Community on Learning Behaviors in Role Play Simulation and Game

• Main Authors: Yu-Chi Kuo, 郭育琦
• Other Authors: Chi-Syan Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/62902258760636306027

碩士 === 國立臺南大學 === 資訊教育研究所碩士班 === 94 === The study is based on a previous study of role play simulation and game conducted by Ya-Wen Hsu (2005). The results of Hsu’s study revealed that the learning behaviors of tangible learning community are better than those of virtual learning community. In order to improve the learning behaviors of virtual learning community, a friend-making system is provided in the study for learners to get acquainted with each other before they access the learning activities. Besides, various interaction tools and collaborative learning activities are integrated into the program to intensify the identification and belonging of the community members. Furthermore, a scoring system is provided to promote the interaction among the community members. In order to investigate the impacts of the genre of role play simulation and game program with enhanced learning community managerial features on learning behaviors of school kids, the study administers empirical research methodology by dividing subjects into virtual learning community and tangible learning community respectively. Empirical data is collected with learning activity tracking system in the categories of navigation, ongoing assessment, interpersonal interaction, and games play. The collected data is analyzed with ANOVA statistic measure for explanation of the learning behaviors. The results of the study reveal that: 1.The friend-making system of the program can not improve the amount of the virtual community groups. 2.The interaction tools and collaborative learning activities of the program can improve the learning content navigation of the virtual community group. 3.The interaction tools and collaborative learning activities of the program can not improve the ongoing assessment learning behaviors of these two learning community types. 4.The well-designed scoring system can improve the frequency of interpersonal interaction of the virtual community group. 5.In the role play simulation and game, the members of the virtual learning community show higher interests in playing individual games than the collaborative games. 6.The interaction tools and collaborative learning activities of the program can not improve the completive degree of tasks of the virtual community group. 7.The collaborative learning activities of the program can not improve the quantity and quality of communication of the virtual community group. There are several suggestions have been made for further studies based on results of the study.