Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform

Cheng, Yu‐Ping; Lai, Chin‐Feng; Chen, Yun-Ting; Wang, Weisheng; Huang, Yueh‐Min; Wu, Ting‐Ting

doi:10.1016/j.compedu.2023.104794

Cited by 36 publications

(14 citation statements)

References 71 publications

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“…In addition, it can also be inferred from Table 4 that introducing this system in the algorithm course can enhance students' intrinsic motivation, enable students to learn more autonomously and spontaneously, and then achieve the benefits of students' autonomous learning. This result also echoes previous research, some of which have indicated that improving intrinsic motivation in students can promote more spontaneous and autonomous learning [30,31].…”

Section: Resultssupporting

confidence: 89%

Developing a Learning Pathway System through Web-Based Mining Technology to Explore Students’ Learning Motivation and Performance

Cheng

Huang

2023

Sustainability

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There are many resources on the Internet. Searching for articles or multimedia videos is usually interspersed with irrelevant information or advertisements, which may cause students to spend a lot of time judging whether the search results are suitable for learning materials. Therefore, this study developed a learning pathway system by analyzing the representative keywords and difficulty of Internet articles in an automated way and then explored the learning performance and motivation of students using this system. In addition, 67 students were recruited into this study for 18 weeks of experimental activities. In the experimental activities, students can use the learning pathway system to search for algorithm-related materials for reading, and they can also continue to use the system proposed in this study for self-learning after class. The results show that the students’ post-test scores are significantly higher than their pre-test scores, indicating that students can use the learning pathway system to improve their academic performance in algorithm courses. In addition, the intrinsic motivation of high-achieving students was improved, while the intrinsic and extrinsic motivation of low-achieving students were both improved. This means that the learning pathway system can provide suitable learning materials for students to learn, allowing students to achieve autonomous learning.

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Section: Resultssupporting

confidence: 89%

Developing a Learning Pathway System through Web-Based Mining Technology to Explore Students’ Learning Motivation and Performance

Cheng

Huang

2023

Sustainability

Self Cite

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“…It only goes on to discuss algorithm design after that, which is creating steps to go through each created abstraction pattern and following a preset process to replace with solve objective. Following the creation of steps to address the issue at hand, the steps are evaluated to make sure each one can accurately complete every step and confirm the best course of action [25,26].…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

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In the current era of technological development, robotic technology is widely used in educational institutions, especially in vocational high schools. Thus, the purpose of this meta-analysis is to experimentally test how effective robotic technology is when used in the overall learning process to improve the learning ability of vocational school students. The methodology of this study is a meta-analysis using a random effects hedging model with the number of studies used is 56 studies and taken from Google Scholar, ScienceDirect, and Proquest databases from 2014 to 2023. The effect size data analysis technique was used to find the impact on each study, and the JASP application was used to conduct meta-analyses on all studies. The study’s conclusions showed that there was no publication bias and that, at a 95% confidence level, the average effect size of incorporating robotic technology into the learning process was 0.993 (high category). According to this study, introducing robotic technology into the classroom significantly affects students’ learning outcomes. The findings indicate that the utilization of robotic technology in vocational schools can serve as an effective pedagogical instrument, fostering the development of computational thinking, creativity, innovation, communication, and teamwork skills among students. Proficiency in these skills is vital for students to acquire in light of the technological progressions in the 21st century.

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“…However, the primary focus should be on devising effective approaches to promote computational thinking learning activities (Denning, 2017). When students enhance their motivation and learning confidence through the use of learning tools and instructional strategies, they not only experience self-directed learning during practice but also remain motivated and confident in their skills development throughout the process (Cheng et al, 2023).…”

Section: Computational Thinkingmentioning

confidence: 99%

“…Especially, that students unfamiliar with programming must face being able to deal with syntax errors whilst writing complex logical commands (Choi, 2012). Moreover, younger students may find it especially challenging to recall programming concepts and how to use different commands (Cheng et al, 2023). Likewise, programming encompasses numerous abstract concepts that younger students may struggle to grasp, leading to a potential loss of interest and motivation in learning programming.…”

Section: Students' Difficulties In Learning Programmingmentioning

confidence: 99%

The Effect of Teaching Physical Programming on Computational Thinking Skills and Self-Efficacy Perceptions Towards Computational Thinking

Yurdakök,

Kalelioğlu

2023

Journal of Educational Computing Research

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The study examined the effect of teaching text-based programming with a physical programming tool on secondary school students’ computational thinking skills and self-efficacy perceptions. The study was conducted according to a sequential explanatory design as a mixed method research. The study group consisted of 85 secondary school students. Within the scope of the study, a physical programming tool called Micro:bit was used to teach Python programming for a period of 6 weeks. Data were collected using the Self-Efficacy Perception Scale for Computational Thinking Skill, Bebras: International Challenge on Informatics and Computational Thinking Tasks, tests focused on programming tool, concepts, and processes, and through semi-structured interview questioning. According to the findings obtained from pretests and posttests, a significant and positive difference was found in the students’ computational thinking skills and self-efficacy perceptions towards computational thinking skill. As a result of having received instruction in programming, the students satisfactorily learnt the required programming concepts and processes. Through learning Python programming with a physical programming tool, the students not only gained the skills required to write appropriate syntax, and to test and debug code, but they also learnt programming concepts such as variables, conditional expressions, loops, and functions.

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Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform

Cited by 36 publications

References 71 publications

Developing a Learning Pathway System through Web-Based Mining Technology to Explore Students’ Learning Motivation and Performance

Developing a Learning Pathway System through Web-Based Mining Technology to Explore Students’ Learning Motivation and Performance

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

The Effect of Teaching Physical Programming on Computational Thinking Skills and Self-Efficacy Perceptions Towards Computational Thinking

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