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|Title: ||基於定格式漫畫戲劇之小組學習系統;A Group Learning System Based On Freeze-Frame Comic Drama|
|Keywords: ||情境學習;合作學習;定格式戲劇;戲劇學習;situated learning;collaborative learning;freeze frame;educational drama|
|Issue Date: ||2015-09-23 14:45:11 (UTC+8)|
;Teachers can enhance students’ learning wiliness by involving drama roles in the classroom. With experiencing the process of drama performance, students can make situated learning and put themselves in the story of educational drama to absorb a variety of knowledge, which can help them learn more effectively. However, not every student can participate the existing educational drama we set in the classroom because of the time limitation. The unsatisfied part is that some students may not have the opportunity to practice and improve their learning. Group collaborative learning can solve this problem. Students with the high performance can help students with the low performance through their mutual dependence and common goals. However, due to the space limitation of a classroom, it is difficult to perform group education drama in the classroom. Besides, teachers are not easy to monitor the learning level of each group and identify personal performance by their homework and thus teachers cannot provide more complete assistance for each student.
In this paper, we introduce the new educational drama "digital video comic drama" for group collaborative learning. A video comic drama is a set of "freeze frame". The students can produce the drama by using a personal computer with our developed software. Each student is assigned to produce a freeze frame in the group. All frame combined to form a video comic drama. Students can help each other and practice the instructional content repeatedly. The drama performance is recorded on the system so that they can find their insufficient part by watching and discussing with other group performance in the classroom. Teachers can do individual tutorial by realizing each group performance through the system.
We implement a software to support our approach. The approach is introduced and applied in a local primary school. We do some relevant experiment by sampling on English course of 94 fifth grade students for a year. 40% of the course topics used our method, and others remain normal. According to the interview with teachers and analyzing video record of the class, it improves the studying motivation of students in engaging the group learning activities significantly. Students with the poor performance can improve their learning performance by doing repeated practice, obtaining help from their group, and watching others performance. The teacher can also catch the learning status of students through the complete web system.
|Appears in Collections:||[資訊工程研究所] 博碩士論文|
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