Effects of Composing Different Cooperative Learning Groups on Problem Solving Performance and Cooperative Attitudes
|關鍵字:||電腦遊戲;合作學習;解決問題;思考風格;Computer Game;Cooperative Learing;Problem Solving;Thinking Styles|
人們在合作的互動中，交換彼此的意見，討論學習的心得，將會使學習更有效果，更有助於問題的解決。基於這個理念，本研究依照史坦伯格(Robert J .Sternberg)所創設的思考風格原則，從台北市兩所中等學校的八個班級學生樣本中，選出有效樣本共258位學生，區分為86組，進行小組的合作學習，藉此從事於思考風格組別、合作效能與集體效能對於解決電腦遊戲問題的相關研究，希望能獲得肯定的結果，藉以提供教學的參考。
ABSTRACT In the act of cooperative interaction, people will exchange their opinions and share their ideas on learning. It makes learning more efficient and helpful in solving problems. Based on the idea, this research follows the principles of thinking styles proposed by Robert J. Stemberg. 258 students were chosen as valid samples from 8 classes at two middle schools in Taipei, and divided into 86 groups to do cooperative learning. A series of experiments were performed to evaluate that how different thinking styles, the cooperative efficacy and the collective efficacy affect the performance of solving problems in computer games. We hereby hope to get useful information for tuitional reference. The experiments have the following results: (1) The superior legislate group spends least time solving an unit of problems in computer games. (2) Except for the superior judicial group, there is a negatively significant correlation between the cooperative efficacy and the time of solving problems in computer games for all the other groups. Among them, the superior executive group has the best cooperative efficacy. (3)The collective efficacy of each group also has the negatively significant correlation to the time of solving problems in computer games, specifically the all-superior group has the best performance. Therefore, each group can get the equation of each regression line through the simple regression analysis. (4)The learning attitude of all the valid samples have a significant correlation to the time of solving problems in games. It means that the collective learning attitude plays an important role in solving problems, especially the idea of how to solve the problems is most significant. (5)According to the results of the experiments, we draw the path diagrams for the time of solving problems in the games.
|Appears in Collections:||Thesis|