The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

Alongside the development of graphical resolution of computer displays, computer games become a prominent media for educational and recreational purposes. The visual in video games is believed to have a major role in learning, as the learning happens with visual description. Although computer games have been realized as a tool for teaching and learning of complex conceptual subjects, the way how visual design delivers wisdom was remain underexplored. This paper reviews the recent trend of children educational games to obtain an understanding of the multifaceted advantages of visual imageries of computer games. A systematic review over the pool of 200 papers from two established journals in education was conducted. The patterns of how visual design contributes to learning were investigated. The insight from the reviewed papers, subsequently, was analyzed to construct an elaboration on the use of visual computer game design to improve the learning experience.

show abstract

“…Feng and Chen [30] British Journal of Education Technology Cheng, Su [31] British Journal of Education Technology…”

Section: Resultsmentioning

confidence: 99%

The Design of Children Educational Game Interface: Review of the Literature

Anugerah¹,

Budiyanto²

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

View full text Add to dashboard Cite

show abstract

“…Additionally, Chai, Deng, Tsai, Koh, and Tsai's (2015) study found that with pervasive computing technology, the provision of self-regulated learning stimulates learners' higher level learning practices (e.g., solving learning problems creatively and collaboratively). As a result, a web-based continuing learning platform which highlights the importance of self-regulated learning and social support can provide a mechanism for scaffolding employees' self-regulated abilities (Feng & Chen, 2014), as well as timely feedback in the workplace (Thorpe & Gordon, 2012). This would contribute more directly to helping employees when they faced with work problems and learning difficulties and would be beneficial in cultivating their continuing learning abilities.…”

Section: Discussionmentioning

confidence: 99%

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Lin

Liang²,

Tsai³

et al. 2018

AJET

View full text Add to dashboard Cite

With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliability and validity. A sample of 203 employees of an airline company completed three questionnaires. The path analysis reveals that job demands did not have any significant correlation with any other variables. However, job control, social support and self-regulated learning constituted significant predictors of attitudes towards web-based continuing learning. Furthermore, self-regulated learning mediated job characteristics and attitudes. In conclusion, this is one of the few studies to consider perceptions of both personal online learning (i.e., self-regulated learning and attitudes towards web-based continuing learning) and work-related variables (i.e., job characteristics). The study advances interdisciplinary perspectives on education, information and communications technology and psychology, which has implications for continuing adult education and successful implementation of online workplace learning.

show abstract

“…For these reasons, qualitative and quantitative analysis can be used especially from multiple sources to enhance the trustworthiness of a study. Common assessment tools are observation field notes, audio/video recordings data, deliverables collection, interviews, evaluation forms and rubrics and pre/post surveys so as to evaluate student attitudes, motivation and programming concepts [19][20][21][22][23][24]. Furthermore, there are free available web tools that automatically explore the presence of programming concepts in the students' Scratch files, such as Dr. Scratch [25,26] and Scrape [27].…”

Section: Proposed Game Design and Development Stagesmentioning

confidence: 99%

Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students’ Thinking Skills

2018

View full text Add to dashboard Cite

Abstract:During the last few years, there has been a growing interest in students getting engaged in digital game-making activities so as to enhance their thinking skills. The findings of studies that have examined the impact of such initiatives are quite positive, especially concerning the promotion of 21st century skills; however, many students seem to face difficulties in getting a deeper understanding of the game development life cycle. Additionally, students often have difficulties in meaningfully reusing and applying the concepts from various subjects, mainly mathematics and physics, into their game-making tasks or in understanding advanced programming commands while creating their games. The present study presents an innovative game-making teaching approach that suggests a series of steps for the systematic design and rapid development of motion-based touchless games, i.e., games that are based on natural user interaction technologies, like the Microsoft Kinect camera. Findings from evaluation studies in two (2) secondary schools indicate that this approach can increase student motivation, strengthen their computational thinking, enhance their understanding of geometric principles and improve their social skills.

show abstract

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

Cited by 41 publications

References 48 publications

The Design of Children Educational Game Interface: Review of the Literature

The Design of Children Educational Game Interface: Review of the Literature

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students’ Thinking Skills

Contact Info

Product

Resources

About