Abstract
The major purpose of this study was to examine whether providing game-play activity before learning generates positive impacts on the learners. The effects of prior knowledge (high vs. low) and learning approach (play-and-learn vs. learn-and-play) on 7-graders' Scratch performance was examined in this study. There were ninety-two junior high school students participated in the study. The results showed that (a) those learners received learn-and-play activity possessed higher learning motivation and self-efficacy than the learners received play-and-learn activity, but levels of task anxiety for both groups were moderate; (b) levels of learning motivation and self-efficacy for learners with high prior knowledge and learners with low prior knowledge were about the same, but learners with high prior knowledge held high task anxiety than learners with low prior knowledge; (c) performance on test and project for learners from both learning activities was about the same; finally, (d) high prior knowledge learners outperformed those learners with low prior knowledge on the post-test, but both groups achieved the same level of project performance.
| Original language | English |
|---|---|
| Title of host publication | Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010 |
| Pages | 151-157 |
| Number of pages | 7 |
| Publication status | Published - 2010 Dec 1 |
| Event | 18th International Conference on Computers in Education, ICCE 2010 - Putrajaya, Malaysia Duration: 2010 Nov 29 → 2010 Dec 3 |
Other
| Other | 18th International Conference on Computers in Education, ICCE 2010 |
|---|---|
| Country | Malaysia |
| City | Putrajaya |
| Period | 10/11/29 → 10/12/3 |
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Keywords
- Game-based learning
- Prior knowledge
- Programming concept
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch. / Chen, Ming Puu; Wang, Li Chun.
Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010. 2010. p. 151-157.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch
AU - Chen, Ming Puu
AU - Wang, Li Chun
PY - 2010/12/1
Y1 - 2010/12/1
N2 - The major purpose of this study was to examine whether providing game-play activity before learning generates positive impacts on the learners. The effects of prior knowledge (high vs. low) and learning approach (play-and-learn vs. learn-and-play) on 7-graders' Scratch performance was examined in this study. There were ninety-two junior high school students participated in the study. The results showed that (a) those learners received learn-and-play activity possessed higher learning motivation and self-efficacy than the learners received play-and-learn activity, but levels of task anxiety for both groups were moderate; (b) levels of learning motivation and self-efficacy for learners with high prior knowledge and learners with low prior knowledge were about the same, but learners with high prior knowledge held high task anxiety than learners with low prior knowledge; (c) performance on test and project for learners from both learning activities was about the same; finally, (d) high prior knowledge learners outperformed those learners with low prior knowledge on the post-test, but both groups achieved the same level of project performance.
AB - The major purpose of this study was to examine whether providing game-play activity before learning generates positive impacts on the learners. The effects of prior knowledge (high vs. low) and learning approach (play-and-learn vs. learn-and-play) on 7-graders' Scratch performance was examined in this study. There were ninety-two junior high school students participated in the study. The results showed that (a) those learners received learn-and-play activity possessed higher learning motivation and self-efficacy than the learners received play-and-learn activity, but levels of task anxiety for both groups were moderate; (b) levels of learning motivation and self-efficacy for learners with high prior knowledge and learners with low prior knowledge were about the same, but learners with high prior knowledge held high task anxiety than learners with low prior knowledge; (c) performance on test and project for learners from both learning activities was about the same; finally, (d) high prior knowledge learners outperformed those learners with low prior knowledge on the post-test, but both groups achieved the same level of project performance.
KW - Game-based learning
KW - Prior knowledge
KW - Programming concept
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M3 - Conference contribution
AN - SCOPUS:84864540300
SN - 9789834251246
SP - 151
EP - 157
BT - Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010
ER -