A Study on the Effects of Peer Tutoring and Mobile Game Methods Integrated in Third Grade Fraction Instruction in Elementary School

• Main Authors: Hsieh Chin-Chung, 謝錦忠
• Other Authors: 楊凱翔
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/g7e4s8

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 102 === Researchers have indicated that in mobile learning environment, students can use their handheld device to interact with their peers, learning systems and learning objects; moreover, students are allowed to share knowledge or experiences with others during the learning process. Educators have indicated that how to use mobile learning strategy efficiently has become an important issue in the novel learning environment. Digital game-based learning help raise up students’ interests and motivation toward learning subjects. Researchers have indicated that the integration of using mobile learning and digital game-based learning should assist learners to immerse in learning activities and improve their learning performance. To cope with this problem, this study intended to integrate an efficiently learning strategy, peer tutoring, into mobile and digital game-based learning system. To evaluate the effectiveness of the proposed approach, an experiment was conducted on an elementary school Mathematics course by assigning two classes of students to an experimental groups and a control group. The experimental group learned with the Peer tutoring integrated mobile digital game-based learning system, while the students in the control group learned with the mobile game-based learning system without using peer tutoring strategy. The experimental results show that: 1. The experimental group performed significantly better than the control group. 2. The peer tutoring integrated approach significantly enhanced the learning attitudes and motivation in experimental group, and lowered their Mathematics anxiety. 3. The proposed approach can significantly improve the lower self-efficacy students’ learning achievement.