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 language | English |
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Pages (from-to) | 68-81 |
Number of pages | 14 |
Journal | Journal of Computer Assisted Learning |
Volume | 30 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2014 Feb |
Keywords
- Attitude
- Collaborative learning
- E-picture book
- Group Scribbles
- Reading comprehension
ASJC Scopus subject areas
- Education
- Computer Science Applications