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

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2023-10-20 DOI:10.1177/07356331231206071

Chun-Yen Tsai, Yun-An Chen, Fu-Pei Hsieh, Min-Shiung Chuang, Chien-Liang Lin

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Abstract

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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游戏模式编程课程对大学生自我效能感和编程基本概念的影响

在高等教育中，培养非计算机专业学生的编程观念是一项具有挑战性的工作。本研究采用游戏化、评估、建模、探究的游戏模式，在一门编程教育课程中提高大学生的自我效能感和基本编程概念的表现。本研究共有83名大学生参与，采用准实验研究设计。实验组学生(n = 43)体验了一门使用GAME模型设计基于块的编程课程。对照组(n = 40)在没有游戏学习策略的情况下，接受涵盖类似学习概念的普通信息教育课程。定量数据采用协方差分析(ANCOVA)探讨GAME模型对学生学习成果的影响。在定性分析中，对学生对课程感知问卷的回答进行编码和分析。结果表明，实验组学生在自我效能感和基本编程概念方面的表现优于同龄学生。实验处理导致两组之间的小到中等效应大小差异。结果表明，将游戏模型引入分组编程教学有助于提高大学生的自我效能感和基本编程概念的表现。此外，实验组大学生对教学游戏模式也有积极的认知。在此基础上，提出了若干研究建议。

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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来源期刊

Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.