Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

计算机科学 数学教育 感知 基于游戏的学习 协方差分析 块(置换群论) 多媒体 心理学 数学 机器学习 几何学 神经科学
作者
Chun‐Yen Tsai,Yun‐An Chen,Fu-Pei Hsieh,Min-Hsiung Chuang,Chien-Liang Lin
出处
期刊:Journal of Educational Computing Research [SAGE]
卷期号:62 (3): 702-724 被引量:1
标识
DOI:10.1177/07356331231206071
摘要

In higher education, it is challenging to cultivate non-computer science majors’ programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates’ self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group ( n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group ( n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students’ learning outcomes for the quantitative data. In the qualitative analysis, students’ responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates’ self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study.

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