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| 論文名稱 | The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context |
| 發表日期 | 2012-09-01 |
| 論文收錄分類 | SSCI |
| 所有作者 | Hui-Wen Huang, Chih-Wei Wu, Nian-Shing Chen |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Computers and Education |
| 發表卷數 | 59 |
| 是否具有審稿制度 | 是 |
| 發表期數 | 2 |
| 期刊或學報出版地國別/地區 | |
| 發表年份 | 2012 |
| 發表月份 | 9 |
| 發表形式 | 電子期刊 |
| 所屬計劃案 | NSC100-2511-S-110-001-MY3, NSC99-2511-S-110-004-MY3 and NSC100-2631-S-011-003 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
[英文摘要] :
The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings in fostering students' group discourse levels and learning outcomes in a paper-plus-smartphone collaborative learning context. All participants used built-in camera smartphones to learn new knowledge by scanning Quick Response (QR) codes, a type of two-dimensional barcode, embedded in paper-based learning materials in this study. Sixty undergraduate and graduate students enrolled at a four-year university in southern Taiwan participated in this study. Participants were randomly assigned into two different groups, using procedural scaffoldings learning and non-procedural scaffoldings learning. The learning unit about the Long Tail, an important concept used in products sales, was the learning task that participants were expected to complete. During the experiment, pretest-posttest and the completed group worksheets were used to collect data. The researchers applied content analyses, chi-square test, t-test, and ANCOVA to answer research questions. The findings indicated that participants in the experimental group using procedural scaffoldings achieved better learning outcomes than their counterparts in the control group in terms of group discourse levels, group learning, and individual learning.
[參考文獻] :
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