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检索条件"主题词=K-12 Programming education"

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Discovering programming Talent and Improving Learning Motivation with CodeCombat in k-12 education 8

Discovering Programming Talent and Improving Learning Motiva...

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IEEE World Engineering education Conference (EDUNINE)

作者： Choi, Wan Chong Choi, Iek Chong IIT Dept Comp Sci Chicago IL 60616 USA Macao Polytech Univ Fac Sci Appl Taipa Macao Peoples R China City Univ Macau Sch Educ Taipa Macao Peoples R China

ISBN: (纸本)9798350348729;9798350348736

Nurturing programming talent early is crucial in today's digital world, especially in k-12 education, underscored by the rise of programming competitions for younger students. However, with limited research in programming talent search, discovering programming talent in primary schools posed a significant challenge. Traditionally, various test-based talent search tools have been utilized for programming talent identification, including the Computer Talent Search Test (CTST) and the Beginners Computational Thinking Test (BCTt). Game-based platforms like CodeCombat offer an engaging alternative to overcome this challenge. CodeCombat integrates game-based learning with programming education, allowing students to apply their computational thinking skills in an enjoyable context for learning Python. The study revealed a significant correlation between CodeCombat, CTST, and BCTt outcomes. This highlighted that CodeCombat emerged as a valuable platform for talent search, aligning seamlessly with the objectives of the test-based tools and suggesting its effectiveness in boosting programming learning motivation in primary school.

关键词： CodeCombat k-12 programming education programming talent search Learning motivation

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Learning Sequencing with Bee-Bot: A Study on Improving Computational Thinking and Motivation for Young Learners in programming education 54

Learning Sequencing with Bee-Bot: A Study on Improving Compu...

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54th IEEE Frontiers in education Conference, FIE 2024

作者： Choi, Wan-Chong Choi, Iek-Chong Lam, Chan-Tong Mendes, António José Macao Polytechnic University Faculty of Applied Sciences China Cisuc University of Coimbra Coimbra Portugal School of Education City University of Macau China Cisuc University of Coimbra Dep. of Informatics Engineering Coimbra Portugal

ISBN: (纸本)9798350351507

This Research-to-Practice full paper presents an exploratory study investigating the impact of using a Bee-Bot educational robot simulator to enhance learning sequencing concepts and student motivation among Macao primary school students. Sequencing in computational thinking (CT) is understanding and applying the logical order of steps in problem-solving processes. We introduced a Bee-Bot computer simulator for children to learn sequencing. Our study adopted a pretest-posttest method involving 35 grade two students. The Computational Thinking Test for Beginners (BCTt) was used to assess CT abilities, and the Instructional Materials Motivation Survey (IMMS) was utilized to measure learning motivation. We found a significant improvement in sequencing ability and more advanced CT concepts (loops and conditions) and a significant correlation between those concepts. Departing from the existing literature, we delved deeper into how Bee-Bot's influence on sequencing extended to more advanced CT concepts. Moreover, considering the ARCS motivation model, this study examined how Bee-Bot affects learning motivation at the primary education level. After the intervention, the findings revealed that the students showed significantly higher learning motivation, meaning that the different learning activities using the Bee-Bot simulator positively influenced various sub-dimensions of the ARCS model: attention, relevance, confidence, and satisfaction. The correlation between the IMMS scores and the BCTt outcomes further suggested that enhanced motivation positively correlated with better CT abilities. © 2024 IEEE.

关键词： Bee-Bot Computational thinking k-12 programming education Learning motivation Sequencing

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The Influence of CodeCombat on Computational Thinking in Python programming Learning at Primary School 24

The Influence of CodeCombat on Computational Thinking in Pyt...

引用

5th International Conference on education Development and Studies (ICEDS) - Empowering education in the Digital Era - Innovations, Integration, and Inclusivity

作者： Choi, Wan Chong Choi, Iek Chong IIT Dept Comp Sci Chicago IL 60616 USA City Univ Macau Sch Educ Macau Peoples R China

ISBN: (纸本)9798400718083

In an age of rapid technological development, primary schools now teach programming to young students, focusing on developing their computational thinking, problem-solving, and ability to use computers to create solutions. However, fostering computational thinking skills in younger students was a challenging task. The serious game CodeCombat has become a potential resource for instructing young students in primary schools on basic programming principles using Python. This study delved into the role of the serious game CodeCombat in advancing computational thinking competencies among primary school students undertaking Python in Macao. Using a quasiexperimental pretest-posttest approach, we examined 49 grade-one students over a two-week Python programming course facilitated by CodeCombat. The Computational Thinking Scale (CTS), encompassing Creativity, Cooperativity, Algorithmic Thinking, Problem Solving, and Critical Thinking, was employed to measure shifts in computational thinking before and after the teaching experiment. Data analysis through paired-sample t-test highlighted notable progress in computational thinking skills, with marked improvements specifically in Creativity, Critical Thinking, Algorithmic Thinking, and Problem Solving. However, Cooperativity did not exhibit the same upward trend, implying that CodeCombat's impact was more pronounced on solitary cognitive capabilities than collaborative skills. Moreover, the correlation between different dimensions indicated that these computational thinking skills were mutually reinforcing, suggesting that enhancing one might contribute to the development of others. The findings endorsed that game-based learning is effective in programming education and recommended integrating CodeCombat to improve computational thinking in learning Python programming in primary school.

关键词： Gamification of learning Serious game Computational thinking CodeCombat Python programming k-12 programming education

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Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way 21

Principles to facilitate design-based learning environments ...

引用

21st koli Calling Conference on Computing education Research (koli Calling)

作者： van Zadelhoff, Bas Rahimi, Ebrahim Barendsen, Erik Radboud Univ Nijmegen Nijmegen Netherlands Open Univ Heerlen Netherlands

ISBN: (纸本)9781450384889

Design-based learning (DBL) environments seem a promising instructional approach to facilitating students' learning of programming concepts via applying them to develop various digital artifacts such as games, websites, robots, and software applications. However, there is a lack of theory-grounded principles to facilitate DBL environments for programming in k-12. In the absence of such principles, some essential elements of DBL such as the reciprocal link between "design" and "learning" processes might be easily neglected which can sacrifice "learning" in favor of "making" and degrade constructionist-based learning-by-making initiatives in programming to a form of "shallow constructionism" or doing for the sake of making with no significant impact on the students' programming knowledge. In this study we formulated a set of principles to facilitate DBL environments for learning programming concepts in k-12 while making learning visible in an authentic way (i.e., without breaking the realistic design setting using separate tests), built upon related educational theories and concepts, including Constructionism, scaffolding, Context-based learning, Collaborative learning, and design-based learning. We instantiated these principles to develop a course for learning about algorithms for secondary school students. The developed course was implemented in five secondary schools (with 5 teachers and 87 students) and evaluated based on the experience of the participating teachers and students. The results of the evaluation helped us to reflect on the applicability of the principles and refine them.

关键词： programming k-12 programming education design-based learning design principles course development algorithms

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