The aim of this study is to develop a game-based environment, in which supports visual programming and learning analysis through tracking student behaviors and interaction, as well as investigate the relationship between learning achievement and learning strategies. Specifically, this study emphasizes the relationship among learning achievement, working memory, and eye moving process by analyzing student data, especially clarifying the differences between high-/low-achievers. The results of an empirical study with 19 participants reveal that the differences exist between high-/low-achievers, including (1) in the cognitive aspect, students’ performance were significantly positive correlation with the two components of the working memory (i.e., central executive and visuospatial sketchpad), instead of all three components. It implies that programming process in a game-based visual programming demands some kinds of mental image or visual imagination for the programming structure. (2) in the eye-moving aspect, student attention was significantly positively correlation with the global game viewport, but negatively correlation with the local game viewport. It implies that high achievers tend to solve their programming problems from a global perspective rather than a local perspective that are frequently used by the low achievers. The findings of this study are helpful to identify how high/low achievers behave differently, and could contribute to the future design of instructional guidelines for low-achiever or novices in their programming learning process.
|Effective start/end date||2019/08/01 → 2020/10/31|
- visual programming; working memory; eye tracking
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