報者告：古雪鈴報告日期： 2009 年 10月 13日

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Promoting Learning Engagement, Problem-Posing and Problem-Solving

Abilities through a Game-Based Problem-Posing System

1.Introduction - 1/2Research Background遊戲式學習 (Game-Based Learning) -以遊戲為基礎的學習模

式從問題擺在–到問題解決

To help students actively engage in mathematical questions and learn logic Solution

Game-Based Problem-Posing System

Learners must follow ： The stages and instructions of the problem-posing activity

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1.Introduction - 2/2From Problem-Posing To Problem-Solving

1.Keil (1965) delivered a problem-

posing instruction to approximately 800 sixth-

graders.

2.Silver and Cai (1996) investigated the relationship

between problem-posing and problem-solving

through 509 middle school students.

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2.Game-Based Problem-posing Activity Design

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3.Game-Based Problem-Posing System Design1. Problem-Posing function2. Problem-Solving function3. Feedback function

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4.MethodParticipants ： Grade 5 classes from Hsi-Men

Elementary School in Taipei ； 92participants consisting of 48 males and 44 females with an average age of 11 yr.

Experiment Design ： quasi-experimental designProcedure ： 2weeks 、 40 min （ pose-20

min 、 sole-20min ）（ pose-10 min 、 sole-20min 、 feedback-10min ）

Four dimensions ： Accuracy 、 Flexibility 、 Elaboration 、 Originality

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\

Analysis of Problem-Solving Ability

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5.Results—1/3

5.Results—2/3Analysis of Problem-Posing Ability

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ANOVA (F ＝ 17.69 ， p = .00 < .05), accuracy (F ＝ 24.49 ， p = .00 < .05), flexibility (F ＝22.36 ， p= .00 < .05), elaboration (F ＝ 10.42 ， p = .00 < .05), originality (F ＝11.39 ， p = .00 < .05).

5.Results—3/3Analysis of the Flow Experience Scale

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The result indicated a significant difference between groups t = 5.39, df =78, and p =.00 < .0.

6.Discussion

The Effects of the Game-Based Problem-Posing

System to the Problem-Solving Ability

The Effects of the Game-Based Problem-Posing

System to the Problem-Posing Ability

The Effects of the Problem-Based Problem-Posing

System to the Flow Experience

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7.ConclusionsEffective in promoting the overall problem-posing ability for

students

Effective in the four dimensions of the problem-posing ability

(accuracy, flexibility, elaboration, and originality)

Effectively induce a higher level of the flow experience and

increase motivation in learning.

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CommentsThe paper contents

1.Abstract 、 Introduction 、 Method 、 Results 、 Discussion 、 Conclusions 、 References

2.Literature review 、 Methodology 、 Limitation 、 Future-work

（優點：主題明確、全文之訴求重點有連貫性及前後呼應）

（建議：較無系統性文獻整理、缺研究架構研究假說、遊戲種類太多、未說明各遊戲功能意義、如何給分 、給分標準 ）

What is I learning-----

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