{"title":"转变编程教育:严肃游戏中基于情境的动机设计的有效性","authors":"Lok Cheung Shum;Yasmine Rosunally;Kamran Munir","doi":"10.1109/TE.2025.3584187","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"394-406"},"PeriodicalIF":2.0000,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transforming Programming Education: The Effectiveness of Motivational Scenario-Based Design in Serious Games\",\"authors\":\"Lok Cheung Shum;Yasmine Rosunally;Kamran Munir\",\"doi\":\"10.1109/TE.2025.3584187\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":55011,\"journal\":{\"name\":\"IEEE Transactions on Education\",\"volume\":\"68 4\",\"pages\":\"394-406\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"IEEE Transactions on Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://ieeexplore.ieee.org/document/11084872/\",\"RegionNum\":2,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE Transactions on Education","FirstCategoryId":"5","ListUrlMain":"https://ieeexplore.ieee.org/document/11084872/","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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.
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.