Impact of Physical Computing on Learner Motivation

M. Przybylla, R. Romeike
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引用次数: 12

Abstract

Intrinsic motivation is a key element of successful and effective learning. In computer science lessons, some students lack this kind of motivation. Physical computing requires learner initiative and activity, places high demands on their skills for self-determined learning and appeals to different senses. These characteristics suggest that physical computing activities are suitable for promoting intrinsic motivation. With the aim of investigating motivational aspects of physical computing activities in different classroom settings, questionnaire data from students are evaluated both as a whole and in comparison with each other. A short scale of intrinsic motivation was adapted and used in this cross-sectional study. The data was evaluated and compared to qualitative data from the same classrooms (e. g. gathered in learner reports or teacher interviews) to identify sources for success or failure with regard to the aims. Overall, physical computing activities result in higher motivational values than the average of any other activities in computer science classroom, especially when integrating suggested design principles for physical computing lessons that particularly focus on promoting creative and constructionist learning.
物理计算对学习者动机的影响
内在动机是成功和有效学习的关键因素。在计算机科学课上,一些学生缺乏这种动机。物理计算需要学习者的主动性和主动性,对他们自主学习的技能提出了很高的要求,并吸引了不同的感官。这些特征表明,物理计算活动适合促进内在动机。为了调查不同课堂环境中物理计算活动的动机方面,来自学生的问卷数据被作为一个整体进行评估,并相互比较。本横断面研究采用了一种短尺度的内在动机。对这些数据进行了评估,并与来自同一教室的定性数据进行了比较(例如,在学习者报告或教师访谈中收集的数据),以确定目标成功或失败的来源。总体而言,物理计算活动比计算机科学课堂上任何其他活动的平均水平产生更高的激励价值,特别是当整合物理计算课程的建议设计原则时,特别是侧重于促进创造性和建构性学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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