 |
|
|
|
以作者查詢圖書館館藏 、以作者查詢臺灣博碩士 、以作者查詢全國書目 、勘誤回報 、線上人數：9 、訪客IP：3.129.23.157
姓名 陳衍華(Yen-Hua Chen) 查詢紙本館藏 畢業系所 資訊工程學系 論文名稱 以合作式縱橫數謎遊戲提高學生計算能力之研究
(A Study of Cross Number Puzzle Collaborative Game to Enhance Students’ Arithmetic Skills)相關論文 檔案 [Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
- 本電子論文使用權限為同意立即開放。
- 已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
- 請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。
摘要(中) 數學的加減法是小學生一項重要的基本能力，也是傳統教室中一項重要而且重複性練習的活動。本研究探索在無線網路與電腦技術支援環境下，應用縱橫數謎(Cross Number Puzzle)遊戲方式促進學生的學習。研究中共發展出三個版本的算術數謎遊戲（Arithmetic Puzzle Game, APG），而第三代的APG 3根據國小四年級「數與量」和「代數」的能力指標課程，並利用美國史丹佛大學國際教學科技中心所開發的Group Scribbles 2.0的電腦輔助學習軟體為平台，將縱橫數謎遊戲與回饋機制，融入到加減法未知數當中，內容結合共同解題的合作學習模式，以促進學生對於未知數的理解與喜愛。
研究中的實驗對象為國小四年級三個班級的學生共83人為樣本，進行一般傳統學習班級、個別操作學習班級與合作學習班級的學習成就比較，以探討不同學習模式的差異。經由前後測發現，傳統學習班級的前後測成績是未達顯著，個別操作學習班級與合作學習班級前後測成績皆有達顯著水準，而合作學習班級進步幅度又大於個別學習的班級，其中低成就組的學生進步幅度更明顯增加。從實驗前後的問卷與訪談中也發現，二個使用APG 3系統的班級，學習信心都有明顯成長，其中合作學習班級87.5%的學生認為APG 3系統可以增加她們對數學學習信心。合作學習班級80%的學生喜歡這種合作學習的模式。而超過85%的學生認為APG 3系統可以讓學生更容易了解算術運算，並且增加學生們的學習動機。
分析錄影與觀察紀錄表得知，合作學習班級的溝通互動模式有三種，分別為理想的溝通、私下交談的溝通及無反應的溝通。而由實驗結果分析來看，理想溝通模式會有最好的學習成效。
雖然研究中得到不少正面的實驗結果，但不能驟下結論APG 3可以取代傳統教室內的算術練習活動。我們需要更多的實驗對象與實驗內容，更多的統計資料以驗證APG 3系統對學習成效的貢獻。
摘要(英) While addition and subtraction is a key mathematical skill for young children, a typical activity for them in classrooms involves doing repetitive arithmetic calculation exercises. In this study, we explore a collaborative way for students to learn these skills in a technology-enabled way with wireless computers. Three versions of learning game system were developed: “Arithmetic Puzzle Game version 1 (APG 1)”, “Arithmetic Puzzle Game version 2 (APG 2)”, and “Arithmetic Puzzle Game version 3 (APG 3)”. In APG the third version system, 83 students in three classes in Grade 4 were asked to solve arithmetic problems with three different methods: via playing an adapted “cross number puzzle” game on Group Scribbles (GS) collaboratively, via playing the same game on GS individually, and via the traditional method of teaching and learning, i.e. with no games at all. Students used the Group Scribbles software to run an adapted version of the “Cross Number Puzzle” that was designed with the “feedback” mechanism to assist students’ problem solving.
Analysis of the pre and post learning achievement data reveals that the two classes who played the game performed better than the control class, with the collaborative class students achieving better than the individual class students. The low-ability students in the collaborative and individual class were found to have made the most significant progress in arithmetic skills through playing this game. From pre and post questionnaire, the mean for the collaborative class students’ confidence is higher than that of individual class. Another statistical data was shown that 87.5% students in collaborative class had their confidence enhanced in this system. The result of interview from students also support that the cross number puzzle game can enhance confidence. More than 80% of the participants stated that they liked to work with their group members to solve problems. Over 85% of them thought that they could easy understand arithmetical skills in game processing. It indicates that their strong willingness in learning through playing the cross number puzzle game and consequently they were fully motivated to learn.
Three dominant interactive collaboration patterns, one contributing to productive interactions and two to less productive interactions, were also identified in the students’ collaboration and the ideal interactive patterns made more performance.
Although we have some positive results for the APG 3 system were shown, they are not strong enough to conclude that the APG 3 system can replace part of the current elementary school mathematics curriculum. These experiments should take into consideration different mathematics content and problems for students and gather more data. It would be interesting to see if adding the elements of game play and technology if larger groups will still show high learning achievement.
關鍵字(中) ★ 電腦支援合作學習
★ 分享空間
★ 算術能力
★ 回饋機制關鍵字(英) ★ CSCL
★ Feedback
★ Arithmetic Skills
★ Share Space
★ GS論文目次 Chapter 1 Introduction.........................................................................................................1
1.1 Background............................................................................................................1
1.2 Motivation .............................................................................................................3
1.3 Objectives and Questions ......................................................................................6
1.4 Structure of this Study ...........................................................................................8
Chapter 2 Literature Review ...............................................................................................9
2.1 Learning about Whole Number Addition and Subtraction....................................9
2.1.1 Addition and Subtraction in the “National Curriculums for Grades 1-9” ..9
2.1.2 Teaching in Addition and Subtraction ......................................................13
2.1.3 Difficulty Level Operation .......................................................................16
2.2 Feedback Mechanism ..........................................................................................19
2.2.1 Meaning of Feedback ...............................................................................19
2.2.2 Three Faces of Feedback Message ...........................................................20
2.3 Computer Supported Collaborative Learning......................................................24
2.3.1 Concept of Collaborative and Cooperative Learning ...............................25
2.3.2 Communication Model in Collaborative Group.......................................28
2.3.3 Reward in Collaborative Learning ...........................................................30
2.3.4 Group Scribbles (GS 2.0) .........................................................................32
2.4 Educational Game ...............................................................................................33
2.4.1 Digital Game-Based Learning..................................................................33
2.4.2 Puzzle Game.............................................................................................35
2.4.3 Cross Number Puzzle ...............................................................................39
Chapter 3 System Design and Implementation .................................................................42
x i
3.1 System Design .....................................................................................................42
3.2 System Evolution.................................................................................................44
3.2.1 APG 1 .......................................................................................................44
3.2.2 APG 2 .......................................................................................................48
3.3 System Architecture for APG 3 ...........................................................................52
3.4 APG 3 Functions..................................................................................................55
3.4.1 Shared Space ............................................................................................55
3.4.2 Individual Calculating Area: Scribble Sheet ............................................55
3.4.3 Teacher Instruction: White Board Dividing Function ..............................56
3.4.4 Game Rule: Levels (Question Types).......................................................57
3.4.5 Reward Mechanism Design......................................................................59
Chapter 4 Method ..............................................................................................................61
4.1 Participants ..........................................................................................................62
4.2 Procedure.............................................................................................................64
4.3 Test Questions Design .........................................................................................66
4.4 Materials ..............................................................................................................68
4.5 Data Analysis.......................................................................................................71
Chapter 5 Results and Discussion .....................................................................................73
5.1 Background of Participants .................................................................................74
5.1.1 Enjoyment Level of Mathematics ............................................................74
5.1.2 Computer Experience ...............................................................................74
5.1.3 Feedback Experience................................................................................75
5.1.4 Feedback Reading Frequency...................................................................75
5.1.5 Difficulty in Learning Mathematics .........................................................76
5.2 Learning Achievement.........................................................................................77
5.3 Confidence and Interest.......................................................................................82
5.4 Feedback Usage...................................................................................................85
xi i
5.5 Collaboration Patterns .........................................................................................87
5.6 Interactive Patterns ..............................................................................................93
Chapter 6 Conclusion and Future Work ............................................................................97
6.1 Conclusions .........................................................................................................97
6.2 Future Work .......................................................................................................101
References .......................................................................................................................103
Appendix .........................................................................................................................108
Appendix A. Test Questions ....................................................................................108
Appendix B. Background Questionnaire.................................................................110
Appendix C. Post Questionnaire .............................................................................111
Appendix D. Interview questions in Collaborative Class........................................112
Appendix E. Interview questions in Individual Class .............................................113
Appendix F. Interview questions for the Teacher....................................................114
Appendix G. Observation Table...............................................................................115
XI II
List of Tables
Table 2.1 Competence Indicators for Addition and Subtraction..................................10
Table 2.2 Solution Strategies in Algebra......................................................................16
Table 2.3 Three Levels of “Change” Types in Arithmetic Problems ...........................17
Table 2.4 Difficulty Level in Design ...........................................................................18
Table 2.5 Solution Strategies of Unknown Number ....................................................19
Table 2.6 Difference between CSCL and Traditional Learning...................................24
Table 2.7 Compare with Cooperative, Competition and Individual ............................27
Table 2.8 Genres of Interactive Game .........................................................................34
Table 2.9 Puzzle Games Comparison ..........................................................................41
Table 3.1 Arithmetic Puzzle Game Versions................................................................44
Table 3.2 Difficulty level in APG 1 .............................................................................46
Table 3.3 APG 2 Levels ...............................................................................................50
Table 3.4 APG Aligning all Seven Layers of Educational Issues ................................54
Table 4.1 Independent, Control, Dependent Variables.................................................61
Table 4.2 Experiment Participants ...............................................................................63
Table 4.3 Experimental Procedure ...............................................................................64
Table 4.4 Test Questions Design..................................................................................67
Table 5.1 Enjoyment Level of Mathematics ................................................................74
Table 5.2 Computer Experience...................................................................................75
Table 5.3 Feedback Experience ...................................................................................75
Table 5.4 Feedback Reading Frequency ......................................................................76
Table 5.5 Difficulty in Learning Mathematics.............................................................76
Table 5.6 t Test Results of Pre- and Post-Tests Data for the Three Classes.................77
Table 5.7 t Test Results of Pre and Post Tests Data for the Collaborative Class .........78
Table 5.8 t Test Results for the Pre and Post Tests for the Individual Class................79
Table 5.9 Low Achievers Progress from Pre to Post Test ............................................79
Table 5.10 Covariance Analysis Results for the Individual Class and Collaborative
Class.....................................................................................................................80
Table 5.11 Collaborative Questionnaires Analysis in the Collaborative Class............81
Table 5.12 Findings from Questionnaires....................................................................82
Table 5.13 Confidence Analysis Before and After Experiment ...................................84
Table 5.14 Feedback Usage in the Collaborative Class and Individual Class .............85
XI V
Table 5.15 Feedback Usage from Post-Questionnaires ...............................................86
Table 5.16 Collaboration Methods in the Collaborative Class (8 groups) for Activity 2
..............................................................................................................................88
Table 5.17 Collaboration Methods in the Collaborative Class (8 groups) for Activity 3
..............................................................................................................................90
XV
List of Figures
Figure 2.1 Relationships between Learning Items.......................................................12
Figure 2.2 Five-Level of Feedback Mechanism ..........................................................22
Figure 2.3 Flow of Feedback System ..........................................................................23
Figure 2.4 Communication Models between Group Members, Knowles (1975)........28
Figure 2.5 Group Interactive Model (Millson, 1973) ..................................................30
Figure 2.6 Model of Factors Influencing Learning Goal in Cooperative Learning,
Slavin (1995)........................................................................................................31
Figure 2.7 Crossword...................................................................................................36
Figure 2.8 Minesweeper...............................................................................................36
Figure 2.9 Tetris (Retrieved from Wikipedia)..............................................................37
Figure 2.10 All 35 free Hexominoes (Retrieved from Wikipedia) ..............................37
Figure 2.11 Magic Square 3x3.....................................................................................38
Figure 2.12 Magic Square 4x4.....................................................................................38
Figure 2.13 A Three Dimensional depiction of a simple Magic Cube. (Retrieved from
Jaksmata)..............................................................................................................39
Figure 2.14 Sudoku Puzzle ..........................................................................................39
Figure 2.15 Crossnumber Puzzle with Clues (Retrieved from William Y. Sit) .........40
Figure 2.16 A Paper-based Puzzle from Anderson ......................................................40
Figure 2.17 Cross Number Puzzle -Question ..............................................................41
Figure 2.18 Cross Number Puzzle -Answer ................................................................41
Figure 3.1 Basic Level Step 1 in APG 1 ......................................................................45
Figure 3.2 Basic Level Step 2 in APG 1 ......................................................................45
Figure 3.3 APG 1 Advance Level – 5 x 5 Square ........................................................45
Figure 3.4 APG 1 Advance Level – 7 x 7 Square ........................................................45
Figure 3.5 Pre and Post Test Scores for the three Subgroups ......................................47
Figure 3.6 5x5 Square in APG 2 ..................................................................................49
Figure 3.7 5x7 Square in APG 2 ..................................................................................49
Figure 3.8 7x7 Square in APG 2 ..................................................................................49
Figure 3.9 Drill screen in APG 2 .................................................................................50
Figure 3.10 KCR Feedback in APG 2..........................................................................50
Figure 3.11 Experiment Involving APG 2 ...................................................................51
Figure 3.12 APG3 System Architecture.......................................................................53
XV I
Figure 3.13 Spaces for Individual and Public Cognition Work ...................................55
Figure 3.14 “Cross Number Puzzle” in GS Interface ..................................................56
Figure 3.15 White Board Sub-screens .........................................................................57
Figure 3.16 Result Unknown .......................................................................................58
Figure 3.17 Putting the Operator .................................................................................58
Figure 3.18 Two Unknown Number ............................................................................58
Figure 3.19 Drag to the Place ......................................................................................58
Figure 3.20 Interface of Individual and Public Work Areas ........................................58
Figure 3.21 Hints .........................................................................................................58
Figure 3.22 Group Calculating Process .......................................................................59
Figure 3.23 Reward Rules............................................................................................60
Figure 4.1 Change and Initial Number Unknown Exercise – A Group’s Work...........65
Figure 4.2 Change and Initial Number Unknown Exercise – A Student who Worked
Individually ..........................................................................................................65
Figure 5.1 Whole-Group-Deciding..............................................................................88
Figure 5.2 Two-Members-Deciding.............................................................................88
Figure 5.3 Leader-Deciding .........................................................................................88
Figure 5.4 Random-Deciding.......................................................................................88
Figure 5.5 Calculation Process of Group 1 in Activity 2.............................................89
Figure 5.6 Calculation Process of Group 7 in Activity 3.............................................90
Figure 5.7 Share Group’s Result..................................................................................92
Figure 5.8 Ideal Interactive Patterns in Group 3, 4, 5, 6 and 8 ....................................94
Figure 5.9 Fragmented Interactions in Group 2 and Group 7......................................95
Figure 5.10 Unresponsive Interactive Patterns in Group 1..........................................95
Figure 5.11 Students Concentrating on their own work ..............................................96
Figure 5.12 Students Helping each Other ....................................................................96
Figure 5.13 Students Discussing Problem-solving Strategy........................................96
Figure 5.14 Students Engaging in Intense Discussions ...............................................96
參考文獻 Adams, E. (2009). Fundamentals of Game Design (2nd Ed.). New York, NY: New Riders
Alexander, J. M., & Shih, S. S. (2000). Interacting effects of goal setting and self- or otherreferenced
feedback on children’s development of self-efficacy and cognitive skill within the
Taiwanese classroom. Journal of Educational Psychology, 92(3), 536-543.
Anderson, C. (1993). Math Mazes. Portland, ME: Weston Walsh
Anderson, J. R., & Kosslyn, S. (1984). Tutorials in learning and memory. San Francisco, CA:
Freeman.
Andrews, W. S. (Ed.). (1960). Magic Squares and Cubes (2nd Ed.). New York, NY: Dover.
Aufchnaiter, V. S., Prum, R., & Schwedes, H. (1984). “Play and Play Orientation in Physics
Education”, Naturwissenschaften im Unterricht-P/C, 32, pp 258-263.
Balacheff, N., & J. Kaput (1996). Computer-Based Learning Environments in Mathematics.
International handbook of mathematics education, 469-504.
Bangert-Drowns, R.L., Kulick, C. C., Kulik, J.A., & Morgan, M. T. (1991). The instructional
effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In
Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 229-272).
Cambridge, MA: MIT Press.
Gardner, M. (1961). Magic Squares. The Second Scientific American Book of Mathematical
Puzzles & Diversions. New York, NY: Simon and Schuster.
Carey, D. (1991). "Number sentences: Linking addition and subtraction word problems and
symbols. Journal for Research in Mathematics Education, 22(4), 266-280
Carpenter, T. P., Hiebrt, J., & Moser, J. M. (1981). Problem Structure and First-Grade
Children’s Initial Solution Processes for Simple Addition and Subtraction Problems. Journal
for Research in Mathematics Education, 12(1), 27-39.
Carpenter, T. P., & Moser, J. M. (1984). The Acquistion of Addition and Subtraction Concepts
in Grades One through Three. Journal for Research in Mathematics Education, 15(3), 179-
202
Carpenter, T. P., Ansell, E., Franke, M., Fennema, E., & Weisbeck, L. (1993). Models of
problem solving: A study of kindergarten children's problem-solving processes. Journal for
Research in Mathematics Education, 24(5), 428-441.
Carnine, D. (1997). Instructional design in mathematics for students with learning
disabilities. Journal of learning disabilities, 30(2), 134-141.
10 4
Chan, T.W., Chou, C.Y., Lee, M. F., & Chang, M. H. (1995). Reciprocal-tutoring-kids: tutortutee
role playing systems. Proceedings of AIED’95, Washington, DC, USA, 226-233.
Chan, T.W., & Chou, C.Y. (1997). Exploring the design of computer supports for reciprocal
tutoring. International Journal of Artificial Intelligence in Education, 8, 1-29.
Chaudhury, S. R., Roschelle, J., Schank, P., Brecht, J., & Tatar, D. (2006). Coordinating
Student Learning in the Collaborative Classroom with Interactive Technologies. The 3rd
International Society for the Scholarship of Teaching and Learning Conference (ISSOTL
2006), Washington D.C. USA.
Crawford, C. (1982). The Art of Computer Game Design. Vancouver, Canada: New Riders.
Coble, C. R., & Brady, G. A. (1977). “Fun + games = learning”, Science and Children, 15(2),
15-16.
Cohen, V. B. (1985). A reexamination of feedback in computer-based instruction: Implications
for instructional design. Educational Technology, 25(1), 33-37.
Collins, M., Carnine, D., & Gersten, R. (1987). Elaborated corrective feedback and the
acquisition of reasoning skills: A study of computer-assisted instruction. Exceptional Children,
154(3), 254-262.
Copley, J. (1992). The integration of teacher education and technology: a constructivist model.
In D. Carey, D. Carey, D. Willis, and J. Willis (Eds.). Technology and Teacher Education,
Charlottesville, VA: AACE.
Davidson, N., & Worsham, T. (1992). Enhancing thinking through Cooperative Learning.
New York, NY: Teachers College Press.
English, L. D. (1998). Children’s problem posing within formal and informal contexts,
Journal for Research in Mathematics Education, 29(1), 83-106.
Fuson, K. C. (1992). Research on whole number addition and subtraction. Douglas A. Grouws
(Eds.). Handbook of Research Mathematics Teaching and Learning (pp. 243-275), Macmillan
Library Reference: National Council of Teachers of Mathematics.
Gustein, E., & Romberg, T. A. (1995). Teaching Children to Add and Subtract, Journal of
Mathematical Behavior, 14(3), 283-324
Harper, E. (1987). Ghosts of Diophantus. Educational Studies in Mathematics, 18, 75-90.
Huang, H. M. (2006). Design and Implementation of Block Puzzle Digital Game for
Arithmetic Practice (Unpublished master's thesis), National Chiao Tung University, Taiwan
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative,
competitive, and individualistic. Englewood Cliffs, NJ: Prentice Hall.
10 5
Keh, N. C. (1992). Students’ use of teacher feedback during badminton instruction.
(Unpublished doctoral dissertation), Louisiana State University, Los Angeles, CA.
Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.).
Handbook of research on mathematics teaching and learning. (pp. 390-419). New York, NY:
Macmillan.
Kirriemuir J. , & McFarlane A. (2003). Use of computer and video games in the classroom.
Paper presented at: Level Up: The digital games research conference, Utrecht University, The
Netherlands.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds). (2001). Adding it up: Helping children learn
mathematics. Washington, DC: National Academy Press
Klopfer E. (2008). Augmented Learning - Research and Design of Mobile Educational
Games. Boston, MA: The MIT Press.
Knowles, M. S. (1975). Self-Directed Learning: A guild for leaders and teachers. New York,
NY: Cambridge Association Press.
Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of
response certitude. Educational Psycholohy Review, 1(4), 279-308.
Lewis, G. B., Cooper, T., Atweh, B., Pillay, H., Wilss, L., & Sue M. (1997). Processing load
and the use of concrete representations and strategies for solving linear equations, The
Journal of Mathematical Behavior, 16(4), 379-397.
Lin, P. J., Li, Y. (2009). Searching for good mathematics instruction at primary school level
valued in Taiwan, ZDM-The International Journal of Mathematics Education. 41(3), 363-378.
Liu, C. C., Chung, C.W., Chen, N. S., & Liu, B. J. (2009). Analysis of Peer Interaction in
Learning Activities with Personal Handhelds and Shared Displays. Educational Technology &
Society, 12(3), 127-142.
Liu, T. C., Wang, H. Y., Liang, J. K., Chan, T. W., Ko, H. W., & Yang, J. C. (2003). Wireless
and mobile technologies to enhance teaching and learning. Journal of Computer Assisted
Learning, 19(3), 371-382.
Looi, C. K., Chen, W., & Ng, F. K. (2010). Collaborative activities enabled by Group
Scribbles (GS): An exploratory study of learning effectiveness. Computers & Education.
54(1), 14-26.
Madachy, J. S. (1979). Magic and Antimagic Squares. Madachy's Mathematical Recreations.
(pp. 85-113) New York, NY: Dover.
Malone, T. W. & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic
motivations for learning, Aptitude, Learning, and Instruction, Cognitive and Affective Process
Analyses. (Eds. R.E. Snow & M.J. Farr) 3, 223-235, Erlbaum,Hillsdale, NJ.
10 6
Malone, T. W., & Crowston, K. (1994). The interdisciplinary study of coordination. ACM
Computing Surveys, 26(1), 87-119.
Marshall, S. P., Pribe, C. A., & Smith, J. D. (1987). Schema knowledge structure for
representing and understanding arithemetic story problems. Tech. Rep. Contract No. N00014-
85-K-0661.
Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s
and adults’ vocabulary learning, Memory & Cognition. 37 (8), 1077-1087
Michaels, J. W. (1977). Classroom reward structures and academic performance. Review of
Educational Research, 47(1), 87-98.
Milson, F. (1973). A Introduction to Group Work Skill. London, England: Routledge and
Kegan Paul.
National Science Council, R.O.C. Report of Mathematics Educations Survey. (2003,
December 15), Retrieved from http://www.nsc.gov.tw/_newfiles/head.asp
Paul, F. (2009, Jun 2). At 25, Tetris still eyeing growth. Reuters. Retrieved from
http://www.reuters.com/article/idUSTRE5510V020090602
Peterson, P. L., Fennema, E., & Carpenter, T. P. (1991). “Teachers' knowledge of students'
mathematics problem-solving knowledge” (pp. 49-86) In J. Brophy (Ed.), Advances in
research on teaching: Vol.2 Teachers' knowledge of subject matter as it relates to their
teaching practice. Greenwich, CN: JAI press.
Reitz H. J. (1981). Behavior in Organizations (revised version). Homewood, IL:Richard D.
IRWIN.
Roblyer, M. D. (2003). Integrating Educational Technology into Teaching (3rd Ed.). Upper
Saddle River, NJ: Prentice Hall.
Rollings A., & Adams E. (2003). Andrew Bollings and Ernest Adams on Game Design. New
York, NY: New Riders.
Roper, A. L. (1977). Feedback in computer-assisted instruction. Programmed Learning and
Educational Technology, 14(1), 43-49.
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., & Correa, M. (2003). Beyond Nintendo:
design and assessment of educational video games for first and second grade students.
Computer and Education, 40, 71-94.
Sales, G. C. (1998). Designing feedback for CBI: Matching Feedback to learning and
outcomes, Computers in the Schools, 5, 225-239.
Schmidt, R. A. (1991). Motor learning and performance from principles to practice.
Champaign, IL: Human Kinetics.
10 7
Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance (2nd Ed.).
Champaign, IL: Human Kinetics.
Siedentop, D. (1991). Developing teaching skills in physical education. (3rd Ed.). Mountain
View, CA: Mayfield.
Sit, W. (2006). On Crossnumber Puzzles and The Lucas-Bonaccio Farm. Retrieved from
http://scisun.sci.ccny.cuny.edu/~wyscc/research.html#Unpublished
Slavin, R. E. (1983). Effects of Cooperative Learning on Mainstreamed Academically
Handicapped Children. Final Report. Johns Hopkins Universoty, Baltimore, MD. Center for
Social Organization of Schools. ED249719.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed.). Boston,
M: Allyn & Bacon.
Solomon W. G. (1996). Polyominoes (2nd Ed.). Princeton, NJ: Princeton University Press.
Thompson, C., & Hendrickson, A. D. (1983). Verbal addition and subtraction problems: New
research focusing on levels of difficulty of the problems and of the related number sentences.
Focus on Learning Problems in Mathematics, 5, 33-35.
Van de Walle, J. A. (2000). Elementary and Middle School Mathematics Teaching
Developmentally (Fourth Ed.). New York, NY: Addison Wesley.
Yu, P. Y. (2007). Design and Implementation of Digital Learning Puzzle Game at Elementary
School (Unpublished master's thesis), National Central University, Taiwan
指導教授 陳德懷(Tak-Wai Chan) 審核日期 2011-6-22 推文 plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
網路書籤 Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit