Exploring Awareness of Jigsaw and TGT and Ways to Utilize them: A Case Study from D Graduate School of Education

Objectives This study examined to explore pre-service teachers’ opinions Jigsaw and teams-games-tournaments(TGT) and explore ways to utilize the Jigsaw and TGT when AI digital curriculum becomes active in the future. Methods The subjects of this study were 21 graduate school students in education. During the ‘Educational Methods and Educational Technology’ teaching class, three people formed a group and experienced the Jigsaw and TGT. After the cooperative learning(15th week), participants were asked to freely describe their experiences and opinions about advantages and disadvantages of the two methods, and how to use them in their future classes. Content analysis was conducted based on the research subjects' reflection journals and testimonials, and qualitative analysis was conducted based on this. Results The Graduate school students in education evaluated Jigsaw and TGT positively. In particular, the expert group activity was evaluated as an activity that increases responsibility at Jigsaw. However, the negative aspect of causing confusion if a group member incorrectly explains something they did not understand was also mentioned. Although TGT induces activity, active participation, and interest, there were also negative opinions that it was different from true cooperation. This negative aspect is a problem that can be compensated for by using AI. Conclusions In educational settings where AI digital textbooks are active, Jigsaw and TGT are expected to play a helpful role in supplementary and in-depth learning. This is because these two models are easy to apply to AI-based lesson design. In addition, we proposed ways to utilize Jigsaw and TGT in future classrooms.