Developing Game-Based and Computerized Self-Regulated Assessment of Estimation of Addition and Subtraction

• Main Authors: YU JEN TSUNG, 尤仁聰
• Other Authors: SHIH SHU CHUAN
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/24651861301435029510

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 98 === The purpose of this study was to develop “game-based and computerized self-regulated assessment of estimation of addition and subtraction”. Through the online assessment, fourth-grade students could be assessed the performance and the self-regulation strategy of answering process. Besides, students’ feelings of experiencing the assessment were comprehended by filling the questionnaire. After analyzing the compositions of number sense, researcher identified that “estimation” was an essential ability. Integrating the connotation of self-regulated learning, “game-based and computerized self-regulated assessment of estimation of addition and subtraction” which could record students’ answering process was developed. Hoping the effect of self-regulated learning was brought and the ability of estimation of addition and subtraction of number sense was promoted through encouraging the motivation of students in game-based way and real-time feedback function. Fourth-grade students from primary schools located in Taichung city and county were sampled, and there were a total of 528 valid samples. Furthermore, 206 students from the valid samples were selected for questionnaire survey. Based on the data collection and analysis, the major findings of this study are summarized as following: 1. The “game-based and computerized self-regulated assessment of estimation of addition and subtraction” were reliable and valid. 2. The “game-based and computerized self-regulated assessment of estimation of addition and subtraction” certainly could enhance the ability of estimation of addition and subtraction. 3. It is indicated that students were fond of game-based teaching style. 4. In this study, responses of students in multi-arrow mode were divided into 11 categories. In the hitting target part, the highest proportion of strategy was “hitting target with the first arrow” and the lowest one was “hitting target in a sandwich style”. In the non-hitting target part, the highest was “non-hitting target with no adjustment”, and the lowest was “non-hitting target in a sandwich style”. 5. Students of different genders had significant distinction in the whole assessment, single-arrow mode 1 and multi-arrow mode. However, there was less difference in single-arrow mode 2. 6. Non-equation feedback group performed remarkably better than equation feedback group in multi-arrow mode, but not in the whole assessment, single-arrow mode 1 and single-arrow mode 2. 7. The proportion of “non-hitting target in close and far distance” in non-equation feedback group was slightly higher than in equation feedback group. Moreover, the proportion of “non-hitting with no answer” in equation feedback group was apparently higher than in non-equation feedback group. 8. It was investigated that the difference between equation feedback group and non-equation feedback group was tiny after self-regulated learning. 9. In equation feedback group, the analysis of the process of adjustment in multi-arrow mode showed that the discovery of students’ adjustments considerably relied on explicit message. Finally, suggestions of teaching in school and future research were proposed according to the findings.