转变编程教育:严肃游戏中基于情境的动机设计的有效性

IF 2 2区 工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Lok Cheung Shum;Yasmine Rosunally;Kamran Munir
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引用次数: 0

摘要

编程教育面临着持续的挑战,特别是在教授算法、数据结构和解决问题技能等抽象概念时,如何保持学习者的参与和动力。传统的方法,主要侧重于理论,往往不能有效地吸引学生,导致高辍学率,特别是在新手程序员中。本研究提出了一种基于场景的激励设计(MSBD),将基于场景的设计(SBD)与Keller的注意、关联、信心和满意度(ARCS)激励模型相结合,创造一种适应性和个性化的学习体验。MSBD框架将编程任务嵌入到基于游戏的学习环境中,支持学习者在模拟的现实世界场景中应用抽象概念。ARCS模型通过以ARCS为目标,在整个学习过程中保持动力。作为基于案例研究的概念验证,本研究开发了严肃游戏GhostCoder,将目标,结构和自适应场景结合起来,指导学习者从基础编程概念到高级解决问题的技能。通过对某职业院校信息技术专业学生的实验评估,验证了MSBD框架的有效性。测试前和测试后的评估以及教学材料动机调查显示,在编程知识和学习者动机方面有统计学上显著的改善。结果表明,MSBD有效地弥合了理论与实践之间的差距,提高了参与度和学习成果。虽然需要进一步完善自适应学习功能,但该研究强调了MSBD在为新手程序员和其他教育环境优化严肃游戏方面的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transforming Programming Education: The Effectiveness of Motivational Scenario-Based Design in Serious Games
Programming education faces persistent challenges, particularly in sustaining learner engagement and motivation while teaching abstract concepts like algorithms, data structures, and problem-solving skills. Traditional methods, focused heavily on theory, often fail to engage students effectively, resulting in high dropout rates, especially among novice programmers. This study proposed a motivational scenario-based design (MSBD), which integrates scenario-based design (SBD) with Keller’s attention, relevance, confidence, and satisfaction (ARCS) motivational model to create an adaptive and personalized learning experience. The MSBD framework embeds programming tasks within game-based learning environments, supporting learners to apply abstract concepts in simulated real-world scenarios. The ARCS model sustains motivation throughout the learning journey by targeting ARCS. As a proof of concept based on a case study, this study developed the serious game GhostCoder, incorporating Objective, Structural, and Adaptive Scenarios to guide learners from foundational programming concepts to advanced problem-solving skills. The experimental evaluation involving information technology (IT) diploma students at a vocational institution demonstrated the efficacy of the MSBD framework. Pretest and post-test assessments and the instructional materials motivation survey showed statistically significant improvements in programming knowledge and learner motivation. The results indicate that MSBD effectively bridges the gap between theory and practice, enhancing engagement and learning outcomes. While further refinement of the adaptive learning features is needed, the study underscores the potential of MSBD to optimize serious games for novice programmers and other educational contexts.
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来源期刊
IEEE Transactions on Education
IEEE Transactions on Education 工程技术-工程:电子与电气
CiteScore
5.80
自引率
7.70%
发文量
90
审稿时长
1 months
期刊介绍: The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.
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