Influence of problem-based learning games on effective computer programming learning in higher education

Chang, Chiung-Sui; Chung, Chih‐Hung; Chang, Julio Areck

doi:10.1007/s11423-020-09784-3

Cited by 43 publications

(25 citation statements)

References 71 publications

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“…Prior research on emotions and learning in a similar setting (i.e. university students) suggested n ¼ 56 can detect pre-test-post-test differences (Chang, Chung, and Chang 2020). Furthermore, a sensitivity power analysis using G Ã Power (Faul et al 2009) suggests that n ¼ 74 is sufficient to detect a small to medium effect size (Cohen's d ¼ .33) in paired-sample comparison (with a set as .05 and power as .80).…”

Section: Participantsmentioning

confidence: 99%

University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender

Harley

Lou

Liu

et al. 2020

Assessment & Evaluation in Higher Education

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Although the effectiveness and experiences of computer-based examinations is a widely investigated area of research, the question of whether and how computer-based assessment limits or heightens the experience of negative test emotions remains largely unexamined. Drawing from the control-value theory of achievement emotions, we investigated undergraduate students' emotions during an authentic, course-based assessment in a computer-based testing environment, as well as predictors and outcomes associated with their emotions. We found that students (N ¼ 74) in a computer-based testing environment reported lower levels of negative emotions than their typical negative test emotions. Females and males performed equally in the examination, yet females reported higher retrospective negative emotions. Consistently, females reported higher levels of typical test-taking anxiety in prior examinations, but they reported lower anxiety in a computerbased environment. Finally, although typical and retrospective emotions were correlated, only retrospective emotions were associated with examination performance. We discuss the importance of testing environments and time-frames in understanding how to support students' emotions in testing with particular emphasis on implications for online assessment.

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Section: Participantsmentioning

confidence: 99%

University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender

Harley

Lou

Liu

et al. 2020

Assessment & Evaluation in Higher Education

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“…Several studies related to DGBL have pointed out that applying effective learning strategies (eg, guiding or prompting) to the gaming process would benefit students’ learning from diverse perspectives, such as knowledge constructing and organizing, and reflections (Chen & Hsu, 2020; Shih et al ., 2015). For example, Chang, Chung, and Chang (2020) developed an educational game based on a problem‐based approach for a university computer programming course. This strategy incorporated into a game not only helped students construct knowledge concepts, but also integrated their basic knowledge, which could enhance their higher order thinking skills.…”

Section: Literature Reviewmentioning

confidence: 99%

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

Hwang¹,

Chien²,

Li³

2020

Brit J Educational Tech

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Digital game‐based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid‐based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self‐efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. What is already known about this topic Digital game‐based learning is an effective teaching approach that enables learners to effectively acquire knowledge in joyful contexts, hence enhancing their learning achievement and learning motivation. Suitable strategies should be embedded in games to enable students to have a higher level of thinking ability and to improve their academic performance. In view of guiding students to observe from multi‐dimensional perspectives, a repertory grid is believed to be a suitable tool since it enables students to observe different learning objects according to different aspects and elements. What this paper adds A multi‐dimensional repertory grid‐based educational game (MDRG game) was developed to facilitate students’ learning achievement, learning motivation, and self‐efficacy as well as their metacognition awareness. In addition to promoting students’ learning outcomes, students’ learning behavioral transition diagrams were presented and interview results were analyzed in this study. Implications for practice and/or policy Traditional graphs or tables could help students memorize and understand features of learning objects; however, it is not easy to promote students’ higher order thinking skills of making comparisons and reflections from multiple dimensions. The multi‐dimensional repertory grid‐based feedback provides students with systematically organized information to make comparisons and reflections, which furthermore enhances students’ higher order thinking competences. Embedding suitable strategies (e.g., multi‐dimensional repertory grid‐based feedback) in games can effectively improve students’ learning performance without increasing their cognitive load.

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“…Trainees acquire knowledge and skills through the experience of accomplishing these tasks through the gaming experience (Kiili, 2007). The integration of PBL in IVR SGs has been applied in different domains, such as programming learning in higher education (Chang, Chung, & Chang, 2020) and disaster education (Toyoda & Kanegae, 2019). In the case of disaster education, emergency events occurring in disasters can be contextualized as problems for leaners to solve (Toyoda & Kanegae, 2019).…”

Section: Introductionmentioning

confidence: 99%

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

Feng

González

Mutch

et al. 2020

Computer Assisted Learning

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Children are vulnerable in earthquakes, but they are also essential to foster earthquake‐resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs for earthquake training targeting children. In order to fill this gap, this paper presents an IVR SG training system based on a problem‐based gaming framework. Three instructional mechanisms within the training system, namely prior instruction, immediate feedback, and post‐game assessment, were investigated to promote learning through effective reflection. A controlled experiment involving 125 secondary school students aged from 11 to 15 years old was undertaken, using leaflets as a traditional training approach for the control group and the IVR SG training system as the main intervention. Results revealed that the IVR SG training system with post‐game assessment was the most effective way to train children, with greater knowledge acquisition and self‐efficacy improvement observed. Possible improvements, such as increasing the time for reflection and differentiating the stimulation between positive and negative feedback, are suggested for further research.

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Influence of problem-based learning games on effective computer programming learning in higher education

Cited by 43 publications

References 71 publications

University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender

University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

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