دانلود رایگان مقاله به کارگیری رقابت درون گروهی در یادگیری چند لمسی مبتنی بر طراحی برای پرورش تعاملات دانش اموزی

Abstract

This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design-based learning (DBL) to enhance elementary school students’ engagement, learning achievement, and creativity. A total of 58 elementary school students in 2 sixth-grade classes participated in the study over a period of 9 weeks. A quasi-experiment was conducted to examine the effects of the intergroup competition mechanism. The two classes were divided into an experimental group (a class of 28 students in collaboration with intergroup competition) and a comparison group (another class of 30 students in collaboration without intergroup competition), and the students in both groups were required to carry out a tessellation design project with their partners on the multitouch platform. Statistical analyses revealed that students under the intergroup competition condition had significantly better student engagement, learning achievement, and creativity than those under the no-competition condition. The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity. On the basis of the results, considerations in relation to the intergroup competition mechanism and the enhanced cognitive processes in multitouch DBL are discussed.

5. Conclusions

The issue of integrating intergroup competition into a design-based math, multitouch-enabled classroom was addressed in this study. This study designed and embedded a computerized intergroup competition mechanism in the multitouch learning platform, and conducted a quasi-experiment comparing sixth graders enrolled in the intergroup competition and no-competition conditions. The principle findings suggested the positive effects of intergroup competition on student engagement, learning achievement, and creativity. As the findings in this study indicated, intergroup competition could be a useful motivating strategy that can be introduced to collaborative DBL and built within a multitouch learning context. From another perspective, classroom teachers could adopt such an intergroup competition mechanism, combining team scores and a leaderboard, to engage elementary school students in a design team and thus achieve better learning outcomes in a technology-enhanced DBL context. While this study has yielded findings that have both theoretical and practical implications, some limitations should be considered. First, the form of creativity studied in this paper places emphasis on students' use of cognitive processes associated with creativity (i.e., a kind of process creativity). Therefore, this finding may not be generalizable to other perspectives or types of creativity (e.g., product creativity). Second, since this study was carried out on group sizes of three and four students using mid-sized multitouch screens, it is possible that these findings may not be generalizable to other group sizes or using large multitouch tabletops/surfaces (e.g., SMART Table®). Additionally, this study was conducted in a Taipei elementary school, with 11e12-year-old pupils from two sixth-grade classes. Caution should be taken in generalizing these results to a broader range of students in higher grades, or to other populations. In addition to the above limitations, it is noteworthy that researchers or instructors, according to Attle and Baker’s (2007) suggestions and Baer et al.’s (2010) findings, should control and adjust the intensity of intergroup competition to an intermediate level (e.g., de-emphasizing awards or showing only top positions on a leaderboard), otherwise intense intergroup competition may constrict within-group collaboration and thus undermine the effectiveness of this approach.