Unplugged games12/8/2023 Behavior Research Methods, 41, 137–147.īarr, D., Harrison, J., & Conery, L. Observer agreement for timed-event sequential data: A comparison of time-based and event-based algorithms. Behavior Research Methods, 40, 869–872.īakeman, R., Quera, V., & Gnisci, A. ActSds and OdfSds: Programs for converting INTERACT and the observer data files into SDIS timed-event sequential data files. Robotics and Autonomous Systems, 75, 661–670.īakeman, R., & Quera, V. Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. London: Pearson Education.Ītmatzidou, S., & Demetriadis, S. Seductive interaction design: Creating playful, fun, and effective user experiences. 21st century skills and competences for new millennium learners in OECD countries.Īnderson, S. Innovations in Education and Teaching International, 53(3), 329–337.Īnaniadou, K., & Claro, M. A peer-assisted learning experience in computer programming language learning and developing computer programming skills. International Journal of Child-Computer Interaction, 19, 30–55.Īltintas, T., Gunes, A., & Sayan, H. Assessing computational thinking process using a multiple evaluation approach. Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. The results also showed that collaborative creation was observed (RO) by others, proving that the game can increase students’ desire to learn, and thus improve their learning achievement.Īkcaoglu, M., & Koehler, M. The pattern of collaborative analysis was iterative itself, indicating that the board game can deepen students’ interaction and enhance their higher level thinking. From the behavioral pattern analysis, it was found that the students continued to discuss the problems during the game. When the target task is not gained in advance, the students had to compete with other groups and vie for their target task, resulting in students’ logical thinking constantly changing and being interrupted. The results revealed that the learning achievements of the students who worked together to solve the clear-ended task objectives were significantly higher than those of the students who cooperated within their groups to solve the open-ended competitive tasks. According to the different task assignment methods, the aim of playing the board game is to help instruct the seventh-grade students in computational thinking, and to explore its impact on students’ learning achievements of computational thinking and the behavioral patterns of computational participation. The board game corresponds to structural programming, including sequential structure, conditional structure, repetitive structure, and the modeling concept of calling a procedure in programming languages. This study utilized unplugged computational thinking learning material named Robot City as the instructional material.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |