The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

Korkmaz, Özgen

doi:10.5815/ijmecs.2016.01.03

Cited by 35 publications

(29 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As one of the factors, [4] in their descriptive study identified inadequacy in the time dedicated to programming courses, that this consequently heralds to students' inability to match the degree of difficulty required in programming skills. Other factors attributed are lack of higher order thinking on the part of students and incomplete or inappropriate teaching processes [21], as well as the problem of selecting the correct teaching method or tool [22,4].…”

Section: Sql Learning Teaching and Assessment Systemsmentioning

confidence: 99%

“…Besides, for students to learn some higher level skill, relative prerequisite ought to have learned. While [21] anchored their prerequisites on general problem solving skills and logical thinking, our prerequisite is based on previously learned knowledge or lower level concepts to a higher concept in the same subject of SQL. Thus our agent based Pre-assessment System, preassesses students, feedback to them, keep students' SQL queries to questions, timestamp every activity, and finally make recommendation for learning materials.…”

Section: Sql Learning Teaching and Assessment Systemsmentioning

confidence: 99%

See 1 more Smart Citation

Formalizing Logic Based Rules for Skills Classification and Recommendation of Learning Materials

Ehimwenma¹,

Crowther²,

Beer³

2018

IJITCS

View full text Add to dashboard Cite

First-order logic based data structure have knowledge representations in Prolog-like syntax. In an agent based system where beliefs or knowledge are in FOL ground fact notation, such representation can form the basis of agent beliefs and inter-agent communication. This paper presents a formal model of classification rules in first-order logic syntax. In the paper, we show how the conjunction of boolean [Passed, Failed] decision predicates are modelled as Passed(N) or Failed(N) formulas as well as their implementation as knowledge in agent oriented programming for the classification of students' skills and recommendation of learning materials. The paper emphasizes logic based contextual reasoning for accurate diagnosis of students' skills after a number of prior skills assessment. The essence is to ensure that students attain requisite skill competences before progressing to a higher level of learning.

show abstract

Section: Sql Learning Teaching and Assessment Systemsmentioning

confidence: 99%

Section: Sql Learning Teaching and Assessment Systemsmentioning

confidence: 99%

Formalizing Logic Based Rules for Skills Classification and Recommendation of Learning Materials

Ehimwenma¹,

Crowther²,

Beer³

2018

IJITCS

View full text Add to dashboard Cite

show abstract

“…Scratch, programlama mantığı ve algoritmik düşünce yeteneği kazandıran, dünyada programlama eğitimine başlayanlar için önerilen bir programdır (Çağıltay Ercil ve Fal, 2013;Garner, 2009 (Resnick ve ark., 2009). Literatürde Scratch programı kullanılarak algoritma geliştirme ve programlama öğretimine yönelik yapılmış çalışmalar bulunmaktadır (Begosso & Silva, 2013;Calder, 2010;Federici, 2011;Kaučič & Asič, 2011;Korkmaz, 2016;Maloney ve ark., 2010;Nikou & Economides, 2014;Ozoran, Çağıltay & Topalli, 2012;Su, Huang, Yang, Ding & Hsieh, 2015). Bu çalışmalardan Begosso ve Silva (2013), Maloney ve arkadaşları (2010) Scratch programlama aracı yardımı ile 8 ile 16 yaş arasında değişen öğrencilere algoritma geliştirme ve programlama öğretimine yönelik bir çalışma yapmışlardır.…”

Section: Introductionunclassified

Effect of Scratch on 5th Graders’ Algorithm Development and Computational Thinking Skills

Oluk¹,

Korkmaz²,

Oluk³

2018

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

Self Cite

View full text Add to dashboard Cite

ve Hayriye Ayşe Oluk 3 Öz: Bu çalışmanın amacı Scratch kullanımının algoritma geliştirme ve bilgi-işlemsel düşünme becerilerini geliştirmede etkisini incelemektir. Araştırma öntest sontest kontrol gruplu yarı deneysel bir çalışma olup 31 deney 31 kontrol grubu olmak üzere 62 tane 5. Sınıf öğrencisi ile yürütülmüştür. Araştırma 5. sınıf bilişim teknolojileri ve yazılım dersinde 6 haftalık bir süreci kapsayacak şekilde tasarlanmıştır. Bu süreçte deney grubu öğrencilerine Scratch programı kullanılarak algoritma anlatılırken, kontrol grubu öğrencilerine mevcut müfredata göre algoritma anlatılmıştır. Öğrencilere öntest ve sontest olarak bilgi-işlemsel düşünme ölçeği ve algoritma geliştirme başarı testi uygulanmıştır. Bilgi-işlemsel düşünme ölçeğinin gerekli faktör ve güvenirlik analizleri yapılmış ve Cronbach Alpha güvenirlik katsayısı 0.809 olarak belirlenmiştir. Algoritma geliştirme başarı testinin Kr-20 iç tutarlılık kat sayısı ise 0.85 olarak bulunmuştur. Grupların başarı testleri arasında istatistiksel olarak bir fark olup olmadığını anlamak için bağımsız t testi uygulanmıştır. Çalışma sonucu olarak deney grubu öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerinin kontrol grubuna göre anlamlı derecede daha fazla yükseldiği bulunmuştur. Bu durumda Scratch programının algoritma geliştirme ve bilgiişlemsel düşünme becerilerini geliştirmek için kullanılabilir bir öğrenme aracı olduğu söylenebilir.Anahtar Kelimeler: Bilgi-işlemsel düşünme, Scratch, algoritma geliştirme, programlama DOI: 10.16949/turkbilmat.399588Abstract: This study aimed to investigate the effect of using Scratch on developing skills related to algorithm development and computational thinking. The quasi experimental study with a pretest-posttest control group design was carried out with 62 (31assigned to Experimental and assigned to Control group respectively) 5th grader students. The study was conducted in a 6-week period during information technologies and software classes. The experimental group students were taught algorithms by using the Scratch program while control group students learned algorithms with the help of the current curriculum. Students were administered Computational Thinking Scale and Algorithm Development Achievement Test as pre and post-tests. The required factor and reliability analyses were carried out for computational thinking scale and Cronbach Alpha reliability coefficient was calculated as 0.809. KR-20 internal consistency coefficient for Algorithm Development Achievement Test was found to be 0.85. Independent Samples t test was administered to see whether there was a statistically significant difference between the groups' achievement test results. Results show that experimental group students' skills regarding algorithm development and computational thinking significantly developed compared to those of the control group. Based on the findings, it can be argued that Scratch Program is a learning tool that can be used to develop skills related to algorithm development and computational thinking.

show abstract

“…In general, games and simulations provide rich learning environment for the students [12]. The purpose of the present research is to designate the effects of Scratch-based game activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement [13].…”

Section: Modeling Of Teaching Organizationmentioning

confidence: 99%

Game Theory - basis of Higher Education and Teaching Organization

Beltadze¹

2016

IJMECS

View full text Add to dashboard Cite

Abstract-The process of effective interrelation necessary for teaching the subject at higher school has been represented as a noncooperative game between the professor and the students. This process is the functioning of teaching of organizational S system which comprises P -pedagogue (professor) and K -collective of students.The preference is given to the democratic model of relation -to objective and optimal mutual responsibility of the pedagogue and a student to the rights-obligations imposed on them. Two classes of models of noncooperatve games corresponding to management of S system have been built -games with relations of preferences and the games with utility. The main principle of optimality is the Nash equilibrium, or it is such kind of situation, none of the player it is not profitable the unilateral deviation from it. According to the indicated principle of equilibrium the tasks originated in the process of S system functioning has been solved.According to the solving results students must study systamatically do their tasks and teachers must be responsible objective for their work

show abstract

The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

Cited by 35 publications

References 26 publications

Formalizing Logic Based Rules for Skills Classification and Recommendation of Learning Materials

Formalizing Logic Based Rules for Skills Classification and Recommendation of Learning Materials

Effect of Scratch on 5th Graders’ Algorithm Development and Computational Thinking Skills

Game Theory - basis of Higher Education and Teaching Organization

Contact Info

Product

Resources

About