1. Promoting Learning Engagement, Problem-Posing and Problem-Solving Abilities through a Game-Based Problem-Posing System
報者告：古雪鈴
報告日期：2009年10月13日
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2. 1.Introduction - 1/2 Research 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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3. 1.Introduction - 2/2 From 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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4. 2.Game-Based Problem-posing Activity Design
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5. 3.Game-Based Problem-Posing System Design
1. Problem-Posing function
2. Problem-Solving function
3. Feedback function
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6. 4.Method
Participants：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 design
Procedure：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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7. 5.Results—1/3 \
Analysis of Problem-Solving Ability
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8. 5.Results—2/3 Analysis of Problem-Posing Ability 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).
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9. 5.Results—3/3 Analysis of the Flow Experience Scale
The result indicated a significant difference between groups
t = 5.39, df =78, and p =.00 < .0.
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10. 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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11. 7.Conclusions
Effective 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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12. Comments The 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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