A Video Comic Drama Based Learning System for Collaborative Learning

Abstract

In this study, we adopt the concept of freezeframe dramas in transforming the learning objectives in textbooks into the four-cell comic drama performance. Learners utilize tablet computers to record sounds and images to complete their dramas as the means of increasing their motivation in learning. We name such freeze-frame comic dramas on tablets as the Video Comic Drama. In order to enhance students' participation in class, we suggest to perform dramas in groups. We ask instructors to do heterogeneous grouping based on students' learning situations. Students follow the instruction given by the system to complete their own four-cell comics in groups. We have observed that in group activities, group members would create social interdependence within their groups because students had mutual goals to achieve, which helped increase the opportunities for peer discussion. Both overachievers and underachievers have become more engaged in the activities. Moreover, the teacher may soon realize the learning situation of each student with a tablet, and conduct the group work demonstration in class. The demonstration enables students to learn from peers and to do reflexive thinking on their own dramas. The Video Comic Drama has been applied in the fifth-grade English course in an elementary school for one and half years. Both the interviews with teachers and the analysis of questionnaires showed that the Video Comic Drama largely improved all students' learning motivation and participation.