Using Scratch with Primary School Children

Abstract

Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

Mapping Computational Thinking Skills Through Digital Games Co-Creation Activity Amongst Malaysian Sub-urban Children

“…Though aimed at students, the tool is frequently used to teach young and mature students basic programming principles (e.g., Malan & Leitner, 2007;Fadjo, Lu, & Black, 2009;Fadjo, Hallman, et al, 2009;Maloney et al, 2010) because programming concepts are visualised in blocks that students can snap together to create scripts (e.g., Resnick et al, 2003;Maloney et al, 2008). Wilson et al (2011) used ScratchÔ for game making with students aged eight and nine years old to learn programming concepts, whilst others focused on 13-14-year-old (e.g., Adams, 2010;Papavlasopoulou et al, 2018;Sivilotti & Laugel, 2008) and university students (Malan, 2010). Grover et al (2014) compared the learning performance of ScratchÔ programming between Israeli middle school students and Northern California students; the findings indicate a significant difference in students' performance between pre-test and post-test.…”

“…This current study employs the first method and focuses on the specific task of developing digital games through co-creation. It builds on an earlier observation about how digital game development is highly motivational and practical in getting students engaged with programming concepts (Wilson et al, 2011). Moreover, when put into a digital game designer role, young learners will learn to program and develop technology literacy (Resnick & Silverman, 2005).…”

FoodCalorie: A Mobile Game to Learn Daily Calorie Intake Standard

“…Game-based learning (GBL) refers to the use of miscellaneous types of games such as digital or non-digital games, simulations, and electronic games (e-games). It has one or more specific learning objectives along with teaching & educational purposes [25,26,27,28,29].…”

The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context

“…have attracted many scholars. According to these studies, CALL affordances have the potential to promote engagement among L2 learners (Wilson, Hainey &, Connolly, 2013) and to improve learners' attitudes towards CALL activities (Dashtestani, 2015). Despite the presence of significant studies elaborating on the effectiveness of CALL affordances, introducing and testing applicable practice models which can be adopted by teachers and learners to benefit the most from CALL affordances is the main gap in the literature.…”