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Title: Multiple-representation online learning system that incorporates the game of monopoly
Authors: Liu, Y.-C.;Tang, Kuo Tai;Huang, T.-H.;Chien, Y.-C.;Chen, S.-C.
Contributors: 資管系
Keywords: Competition;Education;Game theory;Industrial economics;Internet;Learning systems;Testing;Co-operative learning;External-;Feedbacks];Multiple representations;On-line learning;Problem-solving performance;Team members;Test units;Word representations;Students
Date: 2007
Issue Date: 2015-07-13 16:29:02 (UTC+8)
Abstract: Representation refers to "the process in which an external substance is represented by a more abstract or symbolized approach." Representation conversion ability is one of the important factors that affect mathematic learning and problem-solving performance. Intensification or rectification of these abilities helps students acquire basic mathematic concepts. In other word, when a student is able to express the same mathematic concept through various representation forms or to freely convert the same representation into different forms, it means the student has thoroughly understood the mathematic concept. Therefore, the main purpose of this study is to develop a gaming learning system and explore students' learning interest and condition after they use the system. The game is played after the manner of Monopoly. The target place is determined randomly by the point of the dice. When the student gets to the target place, the system will guide the student into different test screens. The feature of this gaming learning system is that it integrates multiple representations and cooperative learning. The system selects equivalent fractions as test units. The test screen divides the window of the same test group into 2 sub-screens and presents the same fraction question through different iconic representations. During the test, students are allowed to discuss with one another and observe team members' answers. After an answer is given, the system will immediately give feedbacks via symbols or word representations. Research outcomes indicate over 80% of the students give positive evaluation of the system's operational method and screen presentation. They also believe the system can significantly enhance students' learning interest. Most students are willing to continue to play this kind of game after school. In other word, they are not against practicing through this gaming learning system during after-school hours. © 2007 IEEE.
Relation: Proceedings - Frontiers in Education Conference, FIE
37th ASEE/IEEE Frontiers in Education Conference, FIE,10 October 2007 through 13 October 2007,Milwaukee, WI
Data Type: conference
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Appears in Collections:[資訊管理學系] 會議論文

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