Exploring the Development and Influence of Lower-Grades Students of Elementary School in Mathematics Self-Paced Learning

• Main Authors: Wei-Syuan Liou, 劉偉瑄
• Other Authors: Tak-Wai Chan
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7kd3b7

碩士 === 國立中央大學 === 網路學習科技研究所 === 107 === The purpose of this study is to explore the process of learning and the influences of motivation of the lower-grades students in experimental elementary school in mathematics self-paced learning. Twenty-six participants with different levels of learning started self-paced-courses based on interest-driven learning for forty-eight weeks. Integration of self-paced learning through digital game-based learning, Math-Island, and coordination with teachers' teaching guidance make self-studied learning more effective. In addition, in order to promote the learner’s willingness to review, the Title-System is used to guide the learner's learning objectives to assist self-paced learning. The results of the study show that learners develop self-paced learning under the support of interest-driven learning. It embodies high motivation and accuracy. In addition, we noticed self-paced learners improving their motivation and review willingness because of the Math-Island and Title-System and being more willing to learn mathematic after school through various interviews the interview. It is good for promoting self-paced learning. Under the teachers’ guidance and immediate feedback from the mathematics island and the self-monitoring of the title system, Self-paced learning successfully guides learners to grow. Learners show good learning progress and motivation in self-paced learning.