Cognitive Style Affected Students’ Learning Outcome and Attitude Study on Tablet Supported Peer Question Posing and Answering Activity Assessment

• Main Authors: Ting-Ting Liang, 梁婷婷
• Other Authors: Ben Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/70792573717175269534

碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 101 === Applying technology in the classroom is a trend, and using Tablet PC is one of the workable solutions. To study the possibility of applying Tablet PC in classroom, the researcher designed a peer posing-and-answering question system on Tablet PC for 3rd grade students for group question posing and answering learning activity. In the peer posing-and-answering question system, a group consists of two students: one for posing question, and the other one for answering the proposed question. To study the system’s usability and the students’ learning attitude and outcome, an experiment was conducted in which forty-four 3rd grade students in southern Taiwan were involved. The author used Group Embedded Figures Test (GEFT) in which students could be cataloged into field dependent and field independent to measure the students’ cognitive styles. After the experiment, the students’ system using performance and attitudes were explored and reported. In conclusion, the author found that the field dependent students' studying performance got significant differences. But there was no difference between the field dependent and the field independent students' studying attitude.