Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch

Ming Puu Chen, Li Chun Wang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

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 languageEnglish
Title of host publicationWorkshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010
Pages151-157
Number of pages7
Publication statusPublished - 2010 Dec 1
Event18th International Conference on Computers in Education, ICCE 2010 - Putrajaya, Malaysia
Duration: 2010 Nov 292010 Dec 3

Other

Other18th International Conference on Computers in Education, ICCE 2010
CountryMalaysia
CityPutrajaya
Period10/11/2910/12/3

Fingerprint

anxiety
knowledge
learning
performance
learning motivation
Students
self-efficacy
Group
school
student

Keywords

  • Game-based learning
  • Prior knowledge
  • Programming concept

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Chen, M. P., & Wang, L. C. (2010). Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch. In Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010 (pp. 151-157)

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 proceedingConference contribution

Chen, MP & Wang, LC 2010, Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch. in Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010. pp. 151-157, 18th International Conference on Computers in Education, ICCE 2010, Putrajaya, Malaysia, 10/11/29.
Chen MP, Wang LC. Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch. In Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010. 2010. p. 151-157
Chen, Ming Puu ; Wang, Li Chun. / Effects of type of learning approach and prior knowledge on novices' motivation, selfefficacy, task anxiety and performance in learning Scratch. Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010. 2010. pp. 151-157
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