Abstract

In the design consideration of MIT Scratch, Resnick proposed REMIX idea and mechanism for inspiring innovation and to improve learning performance of computer programming. At the same time, learning through script writing and drama performing has been proved that it can produce good learning results in language learning. There is a similarity between “computer programming and programming result” and “script writing and drama performing". Thus, REMIX may also play the same contribution to learning by drama. In this paper, we design a drama-based learning with REMIX model and implement a Digital theater to support this model. Moreover, we investigate whether REMIX can improve learning achievement, learning interest, lower learning barrier, and numbers of scenes creating. Our approach treats a scene of a drama as a card. A card is used as a unit for REMIX. Students can create a script by using scenes from other scripts with its own created scripts. They can learn from the narrative and context of scenes created by others. The model and system have been used in a university English course for doing experiment. The experimental data shows drama-based learning with REMIX mechanism can have better performance in improving learning achievement, learning interest, numbers of scene creating, and lower learning barrier than without REMIX.

Citation

Huang, Y.L., Yang, S.H., Chiang, P.Y. & Chen, G.D. (2019). Does Remixing Mechanism Improve Learning Effectiveness and Engagement in Drama-Based Learning. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1173-1181). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2020 from https://www.learntechlib.org/primary/p/210125/.

© 2019 Association for the Advancement of Computing in Education (AACE)