The Importance of Context: Assessing the Challenges of K-12 Computing Education Through the Lens of Biggs 3P Model

Allison, Jordan

doi:10.1145/3488042.3488043

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…Due to its integrative character, the model is used in research as a framework to ensure that all aspects contribute to a student's learning process, allowing for a better understanding of how the factors influence each other (Allison, 2021;de la Fuente et. al., 2014;Kanashiro et al, 2020;Song, 2018).…”

Section: Biggs 3p Modelmentioning

confidence: 99%

“…al., 2014;Kanashiro et al, 2020;Song, 2018). The 3P model has been used in various contexts such as MOOCs, psychological processes studies, and K-12 computing instruction, among others (Allison, 2021;Ganotice & Chan, 2019;Song, 2018).…”

Section: Biggs 3p Modelmentioning

confidence: 99%

“…Though studies have criticized the 3P Model as outdated, oversimplified, and not the only model that can be used to understand educational context, it appears that it is the "most prominent learning model in higher education" (Allison, 2021;Kanashiro et al, 2020).…”

Section: Biggs 3p Modelmentioning

confidence: 99%

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Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

Cerdeña,

Mangubat,

Gelisan

et al. 2024

IJODeL

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As Massive Open Online Courses (MOOCs) are being recognized as a link between higher education and the increasing demand for employability, it is imperative to employ continuous evaluation for quality assurance. This research aimed to evaluate the University of the Philippines Open University (UPOU) MOOC “Principles of Graphic Design” in accordance with the MOOC Quality Guidelines developed by the Commonwealth of Learning. With Biggs’ 3P Model incorporated in the MOOC Quality Guidelines, this evaluation research focused on the product variables of the model: completion/retention and certification rates, and enjoyment and self-satisfaction. The completion and certification rates were computed using LMS analytics, while the enjoyment and self-satisfaction rates were evaluated using a survey instrument based on the learner ratings for the product variable in the Guidelines for Quality Assurance and Accreditation of MOOCs using a five-point Likert scale on outcomes perception, continuing education, employment opportunities, and socializing. With a total of 22,942 enrolled students, 7,620 managed to complete the course and receive certificates. Of these, a total of 7,239 agreed to be survey respondents. Results of the study showed high satisfaction rates, with 77.95% of the respondents giving "very satisfied" rates to the said MOOC. The mean scores for three out of the four learner ratings were above four (4.32 to 4.88), with the socializing component given a neutral rating (3.14 to 3.59). Overall, results showed high completion and certification rates, as well as enjoyment and self-satisfaction ratings for the MOOC.

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Section: Biggs 3p Modelmentioning

confidence: 99%

Section: Biggs 3p Modelmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

Cerdeña,

Mangubat,

Gelisan

et al. 2024

IJODeL

View full text Add to dashboard Cite

show abstract

“…The 3P Model highlights the dynamic between the pre-existent variables with the process itself or the outcomes obtained. For this reason, this model has been replicated in multiple studies with different states of affair such as management education [ 6 ], computing education [ 7 , 8 ], and augmented reality teaching [ 9 ]. This model was used to guide and categorize all the variables for the present study, which will be further described.…”

Section: Introductionmentioning

confidence: 99%

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

López-Madrigal

García-Manglano

Arias

2022

IJERPH

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Previous literature has established the importance of personal and contextual factors in college students’ trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.

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“…In the UK, computing education has been described as "patchy and fragile" with lack of teacher support (The Royal Society, 2017). Research have further described a lack of time for the integration and challenges for both teachers and students to learn programming (Allison, 2021;Humble, Mozelius & Sällvin, 2020). To address the challenges of integrating programming in K-12 education, this study describes the process of designing, developing, and evaluating an educational game on programming.…”

Section: Introductionmentioning

confidence: 99%

Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling

Humble

Mozelius

2022

ECGBL

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Programming education at university level has often been identified as problematic learning. At the same time, prognosis for future labour market is increased need for professionals with programming and related skills. To meet demands of future society, K-12 schools around the world have integrated programming in the curriculum. However, research show challenges for integrating programming in K-12 education. Challenges include students’ and teachers’ struggle with learning and teaching programming, lack of time to properly incorporate programming in existing teaching and learning, and insufficient support for teachers. This study addresses these challenges by designing, developing, and evaluating an educational game on programming that combines the idea of game-based learning with digital escape rooms. In the game, the player develops knowledge about programming concepts to escape 10 rooms. The study’s main research question was: What are K-12 students’ perceptions of the game and what do they considered to be important design factors for a digital escape room game on computer programming? A design science approach was used for designing, developing, and evaluating a web-based escape room game on programming. This was conducted in a five-step process: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. The game was tested and evaluated by 32 K-12 students with a questionnaire during the autumn semester of 2021 and spring semester of 2022. Collected data were then analysed and grouped into categories to answer the study’s aim and research question. Findings of the study show several suggestions for further development and important design factors to consider when developing a digital escape room game. The next steps of research are to combine these findings with evaluations from teachers, and to incorporate this in an updated version of the game.

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The Importance of Context: Assessing the Challenges of K-12 Computing Education Through the Lens of Biggs 3P Model

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 4 publications

References 27 publications

Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling

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