Academic Journal
The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies.
| Τίτλος: | The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. |
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| Συγγραφείς: | Pellas, Nikolaos, Vosinakis, Spyridon |
| Πηγή: | Education & Information Technologies; Nov2018, Vol. 23 Issue 6, p2423-2452, 30p |
| Θεματικοί όροι: | Simulation games in education, Computer programming, Computers in education, Computational complexity, Problem solving, Teacher education |
| Περίληψη: | Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n = 50) high school students who volunteered to participate in this study divided into a control group (n = 25) and an experimental (n = 25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Links: – Type: other Text: Availability: 0 CustomLinks: – Url: https://dx.doi.org/doi:10.1007/s10639-018-9724-4 Name: EDS - Springer Nature Journals (s7799221) Category: fullText Text: View record at Springer |
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| Items | – Name: Title Label: Title Group: Ti Data: The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pellas%2C+Nikolaos%22">Pellas, Nikolaos</searchLink><br /><searchLink fieldCode="AR" term="%22Vosinakis%2C+Spyridon%22">Vosinakis, Spyridon</searchLink> – Name: TitleSource Label: Source Group: Src Data: Education & Information Technologies; Nov2018, Vol. 23 Issue 6, p2423-2452, 30p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Simulation+games+in+education%22">Simulation games in education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink><br /><searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+complexity%22">Computational complexity</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n = 50) high school students who volunteered to participate in this study divided into a control group (n = 25) and an experimental (n = 25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10639-018-9724-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 2423 Subjects: – SubjectFull: Simulation games in education Type: general – SubjectFull: Computer programming Type: general – SubjectFull: Computers in education Type: general – SubjectFull: Computational complexity Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Teacher education Type: general Titles: – TitleFull: The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pellas, Nikolaos – PersonEntity: Name: NameFull: Vosinakis, Spyridon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 13602357 Numbering: – Type: volume Value: 23 – Type: issue Value: 6 Titles: – TitleFull: Education & Information Technologies Type: main |
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