The effect of simulation games on the learning of computational problem solving

Liu, Chen-Chung; Cheng, Yuan-Bang; Huang, Chia-Wen

doi:10.1016/j.compedu.2011.04.002

Cited by 246 publications

(179 citation statements)

References 44 publications

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“…From the analysis of the nine factors underlying users' flow experiences, the experimental group showed higher levels of concentration on the task (CT) and distorted sense of time (DT) than the control group, which might have led to the students achieving deep learning (Liu, Cheng, & Huang, 2011). This result is consistent with the comments provided by AR-based application users who claimed that one of the main advantages of using AR was that it helped them to concentrate in the tasks while they were building the circuit step by step.…”

Section: Discussionmentioning

confidence: 99%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

450

184

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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as inde-pendent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre-and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, dis-torted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

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Section: Discussionmentioning

confidence: 99%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

450

184

View full text Add to dashboard Cite

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“…Moons & Backer, 2013;Liu, Cheng & Huang, 2011;Johnsgard & McDonald, 2008;entre outros). No entanto, apesar de existirem estudos que apresentam resultados promissores nesta área (cf.…”

Section: Introductionunclassified

Desenvolvimento e validação de uma prova de avaliação das competências iniciais de programação

Costa

Miranda

2017

risti

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Resumo: Atualmente verifica-se a insuficiência de instrumentos de avaliação validados que possam mensurar as diferentes etapas de aprendizagem inicial de programação. Por este motivo desenvolvemos uma prova a partir da Taxonomia de Bloom que permite comparar o desempenho dos alunos independentemente da linguagem de programação com que iniciaram a sua aprendizagem. A prova apresenta questões de escolha múltipla para os quatro níveis iniciais e questões de desenvolvimento para os dois últimos níveis. Após a sua construção, foi validada por 12 especialistas e submetida a um grupo-piloto (N=29) para analisar a fiabilidade e dificuldade dos itens. Obtivemos um alfa de 0,837 e correlação positiva entre todos os itens da prova e o total dos itens com nível de significância p<0,05. As diferenças entre a frequência de respostas corretas nos itens são estatisticamente significativas (Q(12)=76,767; n=29; p=0,000). Estes resultados demonstram que a prova é válida, fiável e discriminativa.Palavras-chave: Programação Inicial; Taxonomia de Bloom; Desempenho; Validação; Fiabilidade Development and Validation of an Assessment Instrument of the Initial Programming SkillsAbstract: Nowadays there is a noticeable lack of validated evaluation instruments that can measure the different stages of initial programming learning. For this reason, we developed an instrument from Bloom's Taxonomy that allows to compare the students' performance regardless of the programming language with which they started their learning. The instrument presents multiple choice questions for the first four levels and open-ended questions for the last two levels. After its construction, it was validated by 12 specialists and submitted to a pilotgroup (N=29) to analyze the items' reliability and difficulty. We obtained an alpha of 0,837 and positive correlation between al the test's items and the total of items with a significance level of p<0,05. The differences between the frequency of correct answers in the items are statistically significative (Q(12) =76,767; n=29; p=0,000). These results demonstrate that the test is valid, reliable and discriminative.

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“…Social media includes a wide selection of web-based tools, such as, blogs, wikis, media (audio, photo, video, text), sharing tools, networking platforms (including Facebook), and virtual worlds which are used to promote collaboration and information sharing (Arnold & Paulus, 2010;Junco, Helbergert, & Loken, 2011). Interactions can be restricted to a room, school or district or open to national or international locations allowing the students access to develop and be engaged with virtual communities of learners with the goals of expanding their higher-order knowledge base and ultimately increasing their overall learning (Fewkes & McCabe, 2012;Heafner & Friedman, 2008;Liu et al, 2011;Marsh, 2011;Tarantino, McDonough, & Hua, 2013;Yu, Tian, Vogel, & Kwok, 2010). Social media is often paired with gaming and problem-solving activities, but issues with privacy and access can be complicated and are usually determined by district policy.…”

Section: Collaboration and Networkingmentioning

confidence: 99%

“…Well-designed computer games are enjoyable activities that follow a set of rules to undertake a challenging activity applicable to a wide variety of disciplines (Liu, Cheng, & Huang, 2011;Papastergiou, 2009;Ravenscroft, 2007) which can provide a rich-resource learning environment to develop higher-order knowledge and skills of students (Gros, 2007;Shute, Rieber, & Van Eck, 2011;Wang & Chen, 2010). Studies have also indicated that digital games can play a significant role in the development of the learner's cognition and social processes (Lin & Lu, 2011) while simultaneously enhancing the students' interest and motivation in learning (Berhenke, Miller, Brown, Seifer, & Dickstein, 2011;Brom, Preuss, & Klement, 2011;Burguillo, 2010;Dickey, 2011;Erhel & Jamet, 2013;Huang, Huang, & Tschopp, 2010;Wang & Chen, 2010).…”

Section: Higher Order Skillsmentioning

confidence: 99%

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

McCoy¹,

Mathur²

2017

JED

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Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers' capacity building to integrate technology to accommodate diverse student learning needs and styles.

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The effect of simulation games on the learning of computational problem solving

Cited by 246 publications

References 44 publications

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Desenvolvimento e validação de uma prova de avaliação das competências iniciais de programação

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

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