Dissertations / Theses on the topic 'Game based grammar instruction'
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Yu, Shu-yun, and res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.
Full textDe, Kock Elizabeth Catharina. "Game-based learning and library instruction." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.
Full textDissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
Full text0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
DeRouin-Jessen, Renée E. "Game on the impact of game features in computer-based training /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002439.
Full textZaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
Full textPh. D.
Frederick, Patricia Ann. "Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.
Full textNivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3040.
Full textHanan, Rowena E. "The effectiveness of explicit grammar instruction for the young foreign language learner : a classroom-based experimental study." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9059/.
Full textMethaneethorn, Jutima. "Towards motivation modelling within a computer game based learning environment." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.
Full textPh.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
Näckros, Kjell. "Visualising security through computer games : investigating game-based instruction in ICT security : an experimental approach /." Kista : Department of Computer and Systems Sciences, Stockholm University : Royal Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-533.
Full textNino, Miguel Alfonso. "Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100686.
Full textDoctor of Philosophy
Nivens, Ryan Andrew, and Rosemary Geiken. "Developing Preschoolers’ Coding Literacy Using a Computer Science-based Board Game." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2641.
Full textGlazer, Kip. "Imagining a constructionist game-based pedagogical model| Using tabletop role-playing game creation to enhance literature education in high school English classes." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731117.
Full textIn today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
Floeter, Allison. "Establishing guidelines to convert a classroom train-the-trainer program into a digital game-based learning format." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009floetera.pdf.
Full textFranciosi, Stephan J. "Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611461.
Full textDigital Game-Based Learning (DGBL) is an innovative educational approach that is becoming increasingly popular among researchers and practitioners in technologically advanced countries in the West, but is largely unknown or ignored in the instruction of Foreign Languages (FL) in Japanese higher education. This is problematic because more interest in research and implementation among faculty in Japan would likely contribute to the development of DGBL and improve the quality of FL education. The purpose of the present study was to better understand the lack of interest in DGBL in Japan by employing Everett Rogers' Innovation Diffusion Theory to explore the perceptions of relative advantage, compatibility, complexity, trialability, and observability of DGBL among FL faculty in Japanese higher education. A concurrent mixed-methods approach was employed to collect data through an online self-completion questionnaire and asynchronous email interviews. The results indicate that while most faculty members believe that DGBL would have a beneficial impact on learner motivation, they are unconvinced that it offers real learning outcomes. Further, participants were divided as to whether the approach would be compatible with course learning objectives, and many regarded it as suitable primarily as supplemental learning material. Faculty members with a research interest in Computer-Assisted Language Learning (CALL) expressed a willingness to try the approach, but at the same time pointed out that there were few opportunities to do so.
Najmi, Anjum A. "Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500031/.
Full textNivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-Based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/214.
Full textWang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.
Full textManeekul, Jarunee. "The Effects of Computer-Assisted Instruction on the Achievements and Attitudes of Private Postsecondary Vocational-Technical Students in a Supplementary English Course in Thailand." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278801/.
Full textBrown-Turner, Jasmine. "A Phenomenological Examination of Virtual Game Developers' Experiences Using Jacob's Ladder Pre-Production Design Tactic." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3519.
Full textFuller, Marvin Gene. "Interactions Between Patterns of Gamer Behaviors and Time-on-Task for Mathematics Remediation in a Game-based HIVE." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/235.
Full textSizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.
Full textMoulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.
Full textPabon, Lizette Cruzie. "Training Through Serious Games: The Relationship Between Travel Agent Engagement, Knowledge of Cruise Products and Cruise Sales." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2612.
Full textStevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.
Full textRussell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.
Full textAbu, Dawood Sumayah Mohammadlutfi. "Students' Attitudes toward Educational Gamification in Online Learning Environments." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.
Full textHolm, Cyril. "F. A. Hayek's Critique of Legislation." Doctoral thesis, Uppsala universitet, Juridiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-236890.
Full textFENG, KUO-ZHENG, and 馮國政. "Effects of Game-Based Instruction on Remedial Senior High School Students’ Learning English Grammar." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/69z556.
Full text國立雲林科技大學
應用外語系
107
This qusi-experimental study aimed to investigate the effects of game-based instruction (GI) on 10th graders. In addition, the present study wanted to explore the relative impacts of GI on students’ learning motivation and learning anxiety. The participants were 80 first-year senior high school students enrolled in a remedial program. One class (n= 40) was assigned to the experimental group who received game-based instruction, called Duolingo while the other (n= 40) to the control group who received traditional instruction, embedded with lecturing and note-taking. A grammar test, learning motivation, and learning anxiety questionnaires were administered before and after the treatment. The treatment lasted for eight weeks, which covered the grammar competences corresponding to GEPT elementary level. The results showed that both GI and TI made improvements in their learning performance after the treatments. In addition, Duolingo had significant impact on enhancing GI group’s learning motivation and lowering the learning anxiety. It was concluded that Duolingo could be an alternative when English was taught. In the end, pedagogical implications, limitations of the study, and suggestions for future research were provided.
Ort, Feyglová Sandra. "Metodika pro učitele k deskové hře "Syrious : Útěk ze Sýrie" pro její využití na 2. stupni ZŠ, gymnáziích a SŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404314.
Full textLan, Yi-Chi, and 藍翊綺. "The Design-based Research of Applying Game to Mathematics Remedial Instruction." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44298765764329200042.
Full text國立臺北教育大學
課程與教學研究所
100
The purpose of this research is applying a series of designed games to the mathematics remedial instruction program for remedial teaching intervention in After School Alternative Program. In order to understand the learning experiences of the under-achieving students, and investigate their math learning performance. Furthermore, at the end of the day, in hopes that the results of this research may bring some changes and provide some references experience to the current situation of remedial instruction. The subjects of this research were seven cases of students, a group of fifth-graders study together in After School Alternative Program class for adopting design-based research. This research lasted 5 weeks, including 15 class-hours of applying games to mathematics remedial instruction course. For collection information on math learning achievement, math learning motivation, and to explore the cases of students' learning performance and learning experience. The researcher has used the following researching instruments through pretest and posttest, including “After School Alternative Program technology-based testing (ASAP-tbt) ” by the Ministry of Education, the “class ranking” of original class, the self-designed “Math Learning Achievement Test” and “Math Learning Motivation Scale”, and added in course observations and interviews. The results of this research have led to two conclusions, which are listed below: 1. The games applied to the mathematics remedial instruction program can improve the students' math learning performance of After School Alternative Program. (1) Math learning achievement: the three cases of students had progress, one flat, three declined at ASAP-tbt; in the class ranking of original class, four cases had progress, one flat, two drops; the self-designed “Math Learning Achievement Test” through pretest and posttest, indicated all seven cases of students have progress. (2) Math learning motivation: according the answers of learning attitude quiz at ASAP-tbt indicated all seven students' math learning motivation have been strengthen, and their attitude toward math learning have become more positive and active; based on the numerical score and the average from the “Scale of Math Learning Motivation” designed by the researcher through pretest and posttest comparison, it shows that most of the students have progress, only one case is rendered flat; interviews found that compared to the traditional way of teaching, students prefer using teaching games as strategies to learning. 2. The elements of enhancing math learning performance and the factors of influencing cases of students to participate in courses: (1) The elements of improving math learning achievement include cooperative learning, mastery exercises, specific operations, and immediate feedback. (2) The elements of enhancing math learning motivation contain positive reinforcement, sense of curiosity and challenging, interest, and freedom of creation. (3) The influencing factors of individual students’ participation in the game teaching activities during class contain physical condition, pressure of homework, difficulty of worksheet, sense of achievement ,and cooperative partnership members. Finally, based on the results of this research, the researcher provides recommendations to remedial instruction and future research: (1) Applying games to the mathematics remedial instruction program is effective, worth to widely promote and put to use. (2) The elements of enhancing math learning performance should be considered in designing games applied to mathematics remedial instruction program. (3) Recommendations for future research: to extend the research period, a thorough understanding of the family background of student, to design the courses for other grades remedial instructional program, and teaching of math learning strategies.
Chao-mei, Wu. "A Study of the Comparative Effect of Input-based Grammar Instruction and Output-based Instruction on the Acquisition of the English Subjunctive Mood." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-1904200717025585.
Full textWu, Chao-mei, and 吳昭玫. "A Study of the Comparative Effect of Input-based Grammar Instruction and Output-based Instruction on the Acquisition of the English Subjunctive Mood." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00497739575424108455.
Full text國立臺灣師範大學
英語研究所
91
The present study aims to investigate the comparative effect of the traditional out-based instruction and the innovative input-based instruction. Processing instruction, proposed by Bill VanPatten, aims to direct learners’ processing of the input containing the target structure. Vanpatten and other proponents claim that it has better effect than traditional instruction on comprehension and almost equally good effect on production. However, some researchers argue that the effect might be affected by the complexity of the target structure and the difficulty of the tasks. The target structure of the present study was the English Subjunctive Mood, which is regarded as difficult both for comprehension and for production by most Chinese students. The subjects were two intact classes of the first graders of Yangming Senior High School. One class received tradition instruction and the other received processing instruction. An immediate posttest and a delayed posttest were used as means for assessing the effect of instruction. Both posttests consisted of two types of comprehension tasks and two types of production tasks. The results show that the processing group did do better than the traditional group in all of the comprehension tasks, suggesting better effects for processing instruction on comprehension. For the production task, the processing group did almost equally well in the blank-filling task, but their performance in the sentence-combining task was not satisfactory, suggesting that the effect really has something to do with the difficulty of the tasks. When the production task is difficult, output practice is still necessary for accurate production.
Li, Zhi Wei, and 李誌偉. "Research of a Game-based Learning for Computer Instruction at Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70077199535009628700.
Full text國立臺中教育大學
數位內容科技學系碩士班
98
The progress of network and multi-media technique, can make the e-learning environment broken timespace restriction, provide the method of the presenting of interaction and diversification.In the international economic environment competing vehemence, how make use of e-learning to enhance teaching in the school and promote an enterprise competition ability, have already become the subject that the educational circles concerns together with industry.In order to build a set of Game-based Learning system, this research purpose matches with Ministry of Education to announce information education ability index sign design, and make use of a virtual role is learning an encouraging of ranking to increase to learn of help participation degree and to build up to keep learning, then reach a valid e-learning system.More achieve out the learning through the experiment to find the difference of e-learning result from high, medium and low kind students in studying, and with the questionnaire, understanding the satisfaction of e-learning system from students.BE shown as a result by the research:(1) Use a Game-based Learning system to carry on learning to contribute to promote the learner is personal in the content of the computer hardware of learning result;(2)The Game-based Learning system teaching to have no to influence too greatly to the student of the of different ability level learning effect;(3) The student turns e-learning teaching to embrace a positive affirmative viewpoint and attitude to the Game-based Learning system.
馬政剛. "Investigation on Game-based Trigonometric Function Remedial Instruction for Vocational first grade." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j56g97.
Full textLai, Gi-yu, and 賴季佑. "Apply Digital Game-based Learning to Mathematics Remedial Instruction for Second Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32124297848673505431.
Full text世新大學
資訊傳播學研究所(含碩專班)
104
Happiness is one of the goals in life worth pursuing and the achievement from learning is one of them. However, in Taiwan, students in the primary schools and junior high schools feel frustrated when learning math. To promote the learning motivation of low achievement students, the research attempts to apply digital game-based learning in mathematic remedial instruction for second graders to enhance students’ self-confidence and expect that they can learn happily. The target of the research is to know the difference of second graders’ mathematics learning achievement and mathematics learning motivation under applied digital game-based learning in mathematics remedial instruction. This was an action research and six low achievement students were chosen as the participants. The data were mainly analyzed in qualitative methods, and partly in quantitative methods. Data collection includes the results of digital diagnostic system , pre-test, post-test, sound recording, picture recording, a diary record of teacher’s observation, questionnaire of children’s attitude towards mathematics, and student’s reflections on digital game-based learning. The research evaluated the change of students’ learning achievement and learning motivation in mathematics. The results suggest that apply digital game-based learning in mathematic remedial instruction for second graders can improve low-achievement students’ mathematics learning achievement, it also can enhance their mathematics learning motivation.
張安緹, CHANG AN-TI, and 張安緹. "Design and Analysis of the Real-Time Adaptive Game-Based English Vocabulary Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5j64c2.
Full text國立臺中教育大學
數位內容科技學系碩士在職專班
106
More and more English learning activities help learners to learn English effectively through digital game situation. The integration of game competition strategy into English teaching environment can improve students’ learning motivation. It is obvious that the emphasis on English learning admits of no delay in teaching practice and there search into promoting English vocabulary learning is of great importance. The real-time adaptive English vocabulary game learning system teaching can apply the image sensing interaction technology to enter English vocabulary game learning field and learners can stimulate the learning motivation and effectively give play to the advantage of game system in the teaching through the design of real-time adaptive game contents and change in difficulty level. This research adopted quasi-experimental design to explore the effect on the sixth grade students’ learning effectiveness and the difference in learning motivation through real-time adaptive English vocabulary game learning system teaching. The research results show that:(1)The learning effectiveness by applying real-time adaptive English vocabulary game learning system teaching is significantly superior to that of traditional dictating English vocabulary teaching.(2)In terms of learning effectiveness analysis with different learning abilities, students in high learning ability group have no significant difference in real-time adaptive English vocabulary game learning system teaching and traditional oral English vocabulary teaching; but for students in low learning ability group, real-time adaptive English vocabulary game learning system teaching is significantly superior to traditional oral English vocabulary teaching.(3)Learning concentration and learning effectiveness related effects, the first phase of A1 was not significant; the second phase of A2 was significant, moderately correlated; the third phase of A3 was significant, was highly correlated, indicating that learning phase more post-focus concentration effect Significant (4)In terms of analysis for learning motivation, compared with the traditional or English vocabulary teaching, the learning motivation of real-time adaptive English vocabulary game learning teaching has been significantly improved in the 4 dimensions of attention, association, confidence and satisfaction.(5)There is a significant difference in the analysis of the results of the questionnaire survey of learning feedback questionnaire of instant adaptation English vocabulary game learning system.
CHEN, YU-CHING, and 陳侑靖. "A Study of a Game-based English Alphabets Instruction to 3rd Grade Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/98dtmj.
Full text慈濟大學
教育研究所
106
The purposes of this study are to explore the effects of game-based English alphabets instruction on 3rd Grade students’ English letter-sound correspondences ability, learning attitude. And to show how the researcher encounters and finally solved some difficulties during implementing. This research adopts the “Action Research Method.” It takes 18 students, who are 3rd Grade students, as the research objects instructing game-based English alphabets for 13 weeks to improve students’ letter-sound correspondences ability and learning attitude. The data of the research are collected from classroom observation, interviews, reflective journals, and the results of students’ test are analyzed. The major findings are summarized as follows: 1. The researcher designs a suitable course with game-based English alphabets instruction to 3rd Grade students. 2. The course can improve students’ English letter-sound correspondences ability. 3. The course can make students have positive learning attitude. 4. The course can bring out teachers’ professional development, reflection, and problem solving skills in English teaching class. Based on the above conclusions, the suggestions for further research in the same domain are given.
Megharbi, Nora. "The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction." 2007. http://hdl.handle.net/2152/14640.
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Wu, Yi-Po, and 吳羿柏. "An Animation based Computer Aided Instruction System for Cut off Play in Baseball Game." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/haj455.
Full text國立臺北科技大學
資訊工程系研究所
99
The application of sports information has grown exponentially in recent years, sports tactics simulation via information technology is rapidly becoming a trend. Baseball is a team sport in which opposing teams take turns playing offense and defense. In baseball, the cut-off is one of many important tactics. A properly-executed cut-off has the potential to tag out opposing players while a poorly-performed cut-off grants the opposing team more opportunities to score runs. Over baseball’s long history, the complex cut-off has remained a fundamental strategy. In this paper, we digitally simulate and design an animation-based computer-aided instruction system for cut-off plays. This system is written in ActionScript and utilizes windows. Within these windows, users select between four different options to designate the landing point of the ball and simulate cut-off play. By allowing users to repeatedly experiment with different cut-off scenarios, this interactive software teaches through entertainment and can be extremely useful for lesser-experienced coaches and players.
CHEN, I. CHUN, and 陳宜君. "Differentiated Instruction Using Digital Game-based Learning on Chinese Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vg84f5.
Full text淡江大學
教育科技學系數位學習在職專班
106
The purpose of this study was to investigate the effect of differentiated instruction involving digital game-based learning on the Chinese learning attitudes and outcomes of junior high students. The experimental group comprised a class using digital game-based learning, whereas the control group comprised a class using conventional learning methods involving worksheet. We also investigated the effects of the two teaching methods on the learning attitudes and outcomes of low-, mid-, and high-achieving students.The study applied a quasi-experimental design, and the participants were 90 public junior high school students with similar academic performance and in two classes (45 students each) in Taipei City. The teaching material was designed for the second-semester Chinese course in the eighth grade. Three units were included: “A Piece on Study for Sons and Nephews,” “Cultures that Came to the Tribes,” and “Empty Fort Strategy.” Differentiated instruction was administered to the experimental group using the PaGamO digital game platform and tablets. Research tools were a self-administered achievement test for determining Chinese learning outcomes and a scale for evaluating the Chinese learning attitudes of junior high school students; the students underwent the test before and after teaching. A paired-sample t test and independent-samples t test ,one way ANOVA,two way ANOVA and Nonparametric Statistics were used to analyze data and determine differences in attitudes and outcomes before and after the experiment. The study findings are listed as follows. The two teaching methods led to improved learning outcomes in the experimental group (t = 10.7, p < .001,d=1.52) and control group (t = 11.93, p < .001,d=1.26), but the experimental group had superior learning outcomes. The two teaching methods failed to significantly improve learning attitudes in both groups. Compared with the worksheets, digital game-based learning engendered significantly superior learning outcomes (F=11.39,p<.001, ηp2=.23)in low-achieving students. but failed to significantly improve learning attitudes in low-achieving students. The Taiwanese government is now actively promoting remedial education. Differentiated instruction through gamification of learning processes serves as reference for teachers providing remedial education for low-achieving students.
CHEN, FANG-LIN, and 陳芳齡. "The Effects of App Game-based Remedial Instruction on Learning Area for School Children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/06214359321344170391.
Full text國立臺灣師範大學
圖文傳播學系
101
The section of area unit is an important concept construction of space, after the section of points and lines, of Geometry lessons in the elementary schools.The fourth graders are in the transformative period of Concrete Operation. Before the students entering into the period of formation thinking, the study using iPad’s application game as the remedy lessons to analyze the learning effect of underdeveloped students’ conception of area as well as the attitude of school children learning mathematics. The study adopts the Quasi-experimental method and students learning process discussion using the quantified and qualified description in search exploration, the participants were divided into two groups, experiment and control group, and sixteen students in each group. The total number is 32 stuentds. After six teaching experimental lectures, using the “math area achievement test”, “math learning attitude quantification table”, “schoolchildren learning process”, and “semi-structural questionnaire” are used to validate the learning effect and impact of App’s Game-based Remedial Instruction. The study shows the experiment group’s learning achievement is superior to the control group on “ math area concept”. In various concept analysis, significant results shows on“math area basic concept”, “math area reservation concept”, and “area estimation concept”. On “math area and circumference measurement concept”, there are no variation found in two groups. As for the effect of learning attitude of mathematics, students did show a significant difference toward learning mathematics by using the Remedial Instruction of application game. On “math learning confidence” perspective, it enhances learning confidence, helps underachieved students rediscover their interest toward math and helps them improve learning result. The results on “school children learning process” and “semi-structured questionnaire” revealed that students favored the lessons of using application games and anticipated using them in learning.
Chen, Jhen-Yuan, and 陳振遠. "Effects of Programmed Instruction and Digital Game-Based Learning Method in Fraction Instruction Achievement and Perception of Elementary School Student." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dghah3.
Full text國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
104
Mathematics makes so many students feeling difficult to learn. The fraction concept is very important in terms of mathematics. So teachers should be given assistance when students with learning difficulties in fractions unit, and teachers to help students enhance performance. The purpose of this study is to develop a digital game-based learning system with programmed instruction. The system is used to learn fractions unit in fifth grade. Research purposes are comparing differences in student achievement and perception from two different modes. This study was based on an quasi-experimental design. The subject consists of 57 5th graders from two classes. The experimental group used the programmed instruction digital game-based learning system. The control group used the general digital game-based system. Then the student used game-based system to learn subtraction of fractions with different denominators. The results revealed that programmed instruction digital game-based learning system has positivity effect in mathematics learning. The system significantly impact students' learning performance, attitude and self-efficacy. The system also effectively relieves these students' mathematics anxiety and cognitive load. The programmed instruction digital game-based learning system can increase student’s learning behavior and success experience in the process. Students are satisfied with different GBL system; they also have highly flow experience. In short, students have an affirmative and positive attitude for game-based learning.
Cao, Ya-Han, and 曹雅涵. "Effects of Contextual Game-Based Learning on Students\' Learning Achievement and Behaviors in an English Grammar Course." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/je5w3w.
Full text國立臺灣科技大學
數位學習與教育研究所
107
In recent years, English has being recognized as a necessary ability. English grammar could be the most challenging part for EFL (English as Foreign Language) students; moreover, owing to the lack of proper English practicing contexts, EFL students generally are demotivated to learn English. Therefore, it is especially important to provide a proper English learning context to improve students' learning motivation. In order to provide a meaningful learning context to learn English, a contextual game-based learning approach is proposed in this study. To evaluate the effectiveness of the proposed approach, an experiment will be conducted in a college course to examine the students’ learning achievements. The participants were two classes of 52 freshmen who took a English grammar course in a university in northern Taiwan. One class was the experiment group learning with the contextual game-based learning approach, while the other class was the control group learning with the conventional technology learning approach. The experimental results show that the contextual game-based learning approach is able to reduce the students’ grammatical errors, while no significant difference existed between the learning achievements of the two groups. In terms of game-bused learning behavior, when dealing with the listening items, high-achievers tended to employ the collected game props and information to complete tasks, while low-achievers rarely had such behaviors. In the fill-in-the-blank item, high-achievers preferred to collect a large of data for reorganization and answer learning tasks, while the low-achievers of students preferred to answer the learning task first and then asked for help. In the reorganization item, the high-achievers can complete the tasks on their own, while the low-achievers generally failed to complete the task. Therefore, this study found that the high-achievers of students often collect and integrate data to solve problems, while the low-achievers of students lack such a competence or behaviors. Therefore, it is suggested that providing learning guidance to help low-achievers search for information for solving problems could an important issue for future research.
"Exploring the integration of constructivist computer game-based learning into formal school curriculum teaching." Thesis, 2009. http://library.cuhk.edu.hk/record=b6075414.
Full textThesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; includes Chinese.
Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.
Liou, Miau-ching, and 劉妙青. "Effects of meaningful input-based and meaningful output-based grammar instruction on Taiwanese senior high school students' learning of English relative clauses." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49070368342682194186.
Full text國立彰化師範大學
英語學系
97
The aim of this quasi-experimental study was to compare the effects of meaningful input-based and meaningful output-based instruction on the learning of English relative clauses by EFL learners in Taiwan. Specifically, it intended to explore whether the two types of grammar instruction had an impact on students’ learning of this form and whether the effects of the two types of instruction on their interpretative and productive performance of this form were different. Two first-year classes with 87 students from a senior high school in central Taiwan participated in this study and each class was assigned to either the meaningful input-based group or the meaningful output-based group. Both of these two groups received 6 periods of instruction. Before and after the instruction, a grammar test with an interpretation section and a production section was administered to the students as the pretest and the posttest to measure their interpretative knowledge and productive ability of the relative clauses. The results indicated both types of instruction had positive impacts on the students’ learning of English relative clauses. In addition, these two types of instruction were equally effective in promoting students’ interpretative abilities of the target form; yet, meaningful output-based instruction was found to have a greater effect on their production of the target structure. These findings suggest that it is helpful for senior high school EFL teachers to adopt either meaningful input-based or meaningful output-based instruction to instruct students in grammatical structures; in particular, they can utilize either of these two types of instruction to facilitate students’ interpretative abilities of specific forms. Additionally, meaningful output-based instruction can be used to assist their students in producing more target-like structures.
Grace, Thomas. "Digital game-based learning: effects on students' perceptions and achievements in a business process management course." Thesis, 2016. http://hdl.handle.net/10539/22119.
Full textThe study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions.
MT2017
Del, Valle-Gaster Elsa Silvia. "Grammar-based instruction and English as a second language (ESL) learning: a retrospective account of an action research project." Thesis, 2006. http://hdl.handle.net/2152/2858.
Full textLin, Shih En, and 林世恩. "CALL Teacher Cognition Behind Game-based Language Instruction: A Case Study on a High School English Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jvpjpu.
Full text國立政治大學
英國語文學系
104
Teacher cognition has been regarded to have strong connections with teachers' teaching practices. The case study intends to investigate a practicing language teacher's cognition behind her mobile-learning activity, an outdoor scavenger hunt activity with multiple missions. The main purpose of this study is to explore how the activity was designed and to further provide insights into CALL teacher education. This is a qualitative study and data were collected through the participant's presentation about the activity, two semi-structured interviews, documentation and informal talks with students. In the semi-structured interviews, the participant detailed her classroom practices and other related experiences, including past learning experiences, professional development and her experiences in other contexts. The participant's experiences were then reconstructed and analyzed with Borg (2006) and Mishra & Koehler (2006) as the frameworks. The study first detailed the nine missions included in the participant’s scavenger hunt activity and analyzed the teacher's knowledge shown in the activity. Then, the formation of the teacher's cognitions was traced mainly in three aspects: past schooling, professional coursework and classroom practices under various contexts. Finally, the revised, integrated framework and some insights into CALL teacher education were discussed. The result showed that the frameworks are lacking elements related to teachers themselves and teacher autonomy, both of which serve as a premise in the complex interaction of the elements in teacher cognitions and the resulting classroom practices. Other than that, it was found that the elements in the framework provided by Mishra & Koehler (2006) might carry different weights, which indicated more complexity in the framework. It is expected that those who are interested in technology integration into language teaching or CALL teacher education will find this study insightful and inspiring.
Chao, Chien-Ya, and 趙千雅. "A Study to Board-game-based Instruction by Utilizing Mathmatic Operations for Taiwan’s Children at Elementary School Level." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rtj9m6.
Full text國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
107
The researcher found that there was a lack of interest in the study of mathematics among the elementary school children encountered during his/her teaching. Their dislike of the subject increased with their grade years. The children were inquired on the their thoughts about mathematics and difficulty was the common answer. This could be a great challenge as mathematics is a fundamental course throughout the nine-year mandatory education; In recent years, the popularity of board games has enhanced the self-confidence of learners, so the researcher began to think about the issue and look for relevant literature, and designed the game based everyday life consumption for the students to learn mathematics through the game, and then understand how to apply the calculation and enhance their motivation for learning. In view of this, the researcher designed a math-based board game centered around consumer shopping with a hope that this board game will allow discussion on whether it can improve the learning motivation of middle and lower grade students and enhance the learning outcomes. This study adopts the experimental research method, and combines the ARCS pre- and post-test motivation questionnaire and interview method to evaluate the learning motivation and effectiveness of the children. The study subjects were children in the second and third grades of an elementary school, with a total of 65 students in six classes. The study found that the students were more likely to challenge the previous mathematics questions when they first played the game, and they were willing to challenge the questions that they did not understand. Some students who rejected mathematics previously have found it closely related to life since they began playing this game,so they no longer repel mathematics. Overall, board games can improve learning outcomes. For this board game design, it was shared with different types of subjects in the test phase to receive valuable advice This board game also contains the application and calculation of money used in daily life. The process of playing board games will enhance the mental arithmetic ability of addition and subtraction. It is hoped that this mathematical board game designed in this study can get good feedback from users and it can become a good auxiliary material for teachers mathematics courses.