A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns

Hsiao, Hsien-Sheng; Chen, Jyun-Chen; Chen, Jheng-Han; Chien, Yu‐Hung; Chang, Chung-Pu; Chung, Guang-Han

doi:10.1007/s11423-023-10216-1

Cited by 6 publications

(2 citation statements)

References 49 publications

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“…Self-efficacy affects students' performance and decision making since it is a personal conviction in one's capacity to execute tasks [34]. One of the trustworthy markers that accurately forecasts a person's performance and helps them complete tasks successfully is self-efficacy [13,35]. Students with high self-efficacy are more likely than those with low self-efficacy to accept difficult assignments, increase motivation, encourage individuals to set higher objectives, put out more effort, and demonstrate greater resilience and tenacity [13,36,37].…”

Section: Self-efficacymentioning

confidence: 99%

African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses

Kuo,

Kuo

2023

Education Sciences

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Computer programming has been included in computer literacy education in many countries in the last decade. This study examined the effects of gender and the prior programming experience of computer programming on academic and web programming self-efficacy and learning performance in the web design course among African American students, as well as their perceptions towards computer programming. This study’s 14-week web design course taught African American students multiple web programming languages, including HTML, CSS, and JavaScript, in order. A one-group pretest–posttest design was adopted in the experiment. The quantitative method was primarily used in data analysis. This study revealed that African American students’ academic and web programming self-efficacy significantly increased after the web design course. Most of the African American students’ perceptions of computer programming became positive after attending the web design course. This study also found that male African American students had a significantly higher level of web programming self-efficacy than female students before the web design course. Interestingly, this difference disappeared after the course. Additionally, both gender and prior experience in computer programming did not significantly affect students’ learning performance in the web design course. The findings of this study not only contribute to the understanding of the feasibility of teaching multiple programming languages in web programming courses for African American students, they also provide evidence of the positive influence of web programming on African American students’ perceptions of computer programming.

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Section: Self-efficacymentioning

confidence: 99%

African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses

Kuo,

Kuo

2023

Education Sciences

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“…Furthermore, Lin et al (2023) have integrated the STEAM-6E Model with Virtual Reality Instruction; the results of their research concluded that for students who have two holistic and sequential cognitive styles, there are significant differences in learning motivation regarding intrinsic goals, extrinsic goals, task value, control beliefs, self-efficacy, and test anxiety. Furthermore, Hsiao et al (2023) research results concluded that gamification with the 6E Instructional model can help students develop self-ability in middle school students' computer programming, IoT knowledge, hands-on skills, and behavior patterns.…”

Section: Introductionmentioning

confidence: 98%

Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality?

Sudirman,

Susandi

2024

PAEDAGOGIA

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<p dir="ltr"><span> This research aims to analyze the impact of the 6E-Instructional Model Integrated Augmented Reality in improving students' 3D geometric representation abilities. A type of quasi-experimental design, one group pretest-posttest, is used for objective research of answers. The subjects of this research were 8th-grade students at a private school in Indramayu Regency, Indonesia, totaling 288 students divided into eight classes. Based on this number, one class of class VIII B was selected as the research sample. Furthermore, the research instrument uses a geometric representation ability test. In addition, the data obtained from the test results were analyzed using the paired sample t-test. The research concluded that AR technology can be integrated into constructivist learning, including 6E Instructional Mode. Furthermore, based on the paired sample t-test, it was concluded that using 6E-IM integrated AR increased the 3D geometric representation abilities of class VIII students in one of the private schools in the Indramayu Regency. Therefore, this research provides a foundation for advanced learning in mathematics, especially regarding integrated technology and learning models.</span></p><div><span><br /></span></div>

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Revitalising learning in three university contexts: Unleashing the power of the Quizizz app to increase self-efficacy, intrinsic motivation, satisfaction and performance

Hernanz,

Latorre-Cosculluela,

Suárez

et al. 2024

Educ Inf Technol

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Considering the innovative learning approach of incorporating gamification educational dynamics, this study focused on analyzing differences in the effects of using Quizizz depending on the degree of practical focus that different university degrees have. By applying game elements in non-game contexts, gamification has been recognized as a strategy that can increase student motivation and engagement. After applying the four-month innovation experience in three degree programs (Engineering, Business Administration, and Education), the perceptions of the 179 participating students were evaluated regarding intrinsic motivation, self-efficacy in learning, satisfaction with the use of applications to gamify learning and academic performance. Furthermore, possible differences in these dimensions were explored depending on the degree of practical orientation that each university degree has. The results suggest that students in the educational area express more favorable perceptions about the improvement of their learning with this gamification experience, while Business Administration students are those who express the worst perceptions. The implications of these results are discussed considering the influence that variables such as the active and participatory role of students, the usefulness of the content in the professional future, or the conceptual and theoretical nature of each university degree can exert.

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A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns

Cited by 6 publications

References 49 publications

African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses

African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses

Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality?

Revitalising learning in three university contexts: Unleashing the power of the Quizizz app to increase self-efficacy, intrinsic motivation, satisfaction and performance

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