1. Motivating ill-structured problem solving in a web-based peer-group learning environment: A learning- goal perspective 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： 2006. 08.25 Song, H.D. (2005). Motivating ill-structured problem solving in a web-based peer-group learning environment: A learning-goal perspective. Journal of Educational Computing Research, 33(4), 351-367.

2. 2 Introduction Problem solving is one of the most important skills The ability to solve ill-structured problems is a key component of problem-solving skills A strong motivation is one critical condition for encouraging students’ engagement in ill- structured problem-solving activities Learning goals can be such a motivational variable Purpose: to develop and evaluate a motivation supported problem-solving environment encouraging a learning-goal perspective Ill-structured problems Involve vaguely defined goals and unstated constraints, and may have multiple solutions, meaning that here will be some uncertainty about which information should be used in finding a solution

3. 3 Design principles from a learning-goal perspective Six factors of family structure that influence children’s motivation at home: –Tasks Authority Recognition Grouping Evaluation Time Facilitate learning goals –The design of tasks and learning activities –The distribution of authority or responsibility –Evaluation practices and use of rewards

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5. 5 The development of a motivation- supported problem-solving environment An ill-structured problem-solving environment –Developing the mission flight plan –What is the best flight plan for investigating the active lava flows on Kilauea volcano at Hawaii? –PBL three steps Encountering and defining the problem Assessing, evaluating, and utilizing information resources Constructing a solution

6. 6 The development of a motivation- supported problem-solving environment Learning-goal oriented contexts –Task design: considered for motivating ill- structured problem solving –Distribution of authority: essential to allow students to participate in the decision-making processes –Evaluation practices: educators should assess students’ work in terms of self-referenced evaluation criteria and report assessment privately

7. 7 Method Participants –48 sixth-grade students Assessment instruments –Learning-goals atmosphere –Learning goals –Intrinsic motivation –Problem-solving skill Procedures –Students solved an ill-structured problem in a treatment designed to foster learning goals

8. 8 Finding

9. 9 Conclusions Instructors and instructional designers should take Web-based peer-group environments into account as a learning context that can facilitate the development of learning goals Instructional design strategies in order to increase intrinsic motivation –Using task messages that emphasize the importance of learning –Giving students choices in their own learning process –Using self-referenced evaluation criteria

10. 10 感謝大家的聆聽