Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities: A study in the primary classroom

C. P. Lin, W. Chen*, S. J. Yang, W. Xie, C. C. Lin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to investigate the effectiveness of GS-supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation and interest were enhanced as well. Further analyses were done to probe students' interaction processes in the networked collaborative classroom and different collaboration patterns and behaviours were identified. Based on the findings obtained, implications for future learning design to empower L1 learning were elaborated.

Original languageEnglish
Pages (from-to)68-81
Number of pages14
JournalJournal of Computer Assisted Learning
Volume30
Issue number1
DOIs
Publication statusPublished - 2014 Feb

Keywords

  • Attitude
  • Collaborative learning
  • E-picture book
  • Group Scribbles
  • Reading comprehension

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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