Learning programming concepts through game design: A PCT perspective

Li Chun Wang; Ming Puu Chen

doi:10.1109/DIGITEL.2010.47

Learning programming concepts through game design: A PCT perspective

Li Chun Wang^*, Ming Puu Chen

^*Corresponding author for this work

Graduate Institute of Information and Computer Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

5 Citations (Scopus)

Abstract

This study investigates the effects of learners as game designers using Scratch's building-block programming on junior high school learners' programming concept learning performance and motivation. Participants were 133 eighth graders who learn to program through game design activity using Scratch and classified as the experimental group and the control group according to the types of learning sequence. The results revealed that a) the comprehension of programming concepts was not affected by type of learning sequence; b) participants possess higher motivation on the sequence of Scratch project following programming learning; c) the effects of participatory programming tools on novice programmer needs to be further investigated to broaden junior high learners' technological fluency.

Original language	English
Title of host publication	DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
Pages	219-221
Number of pages	3
DOIs	https://doi.org/10.1109/DIGITEL.2010.47
Publication status	Published - 2010
Event	3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2010 - Kaohsiung, Taiwan Duration: 2010 Apr 12 → 2010 Apr 16

Publication series

Name	DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning

Other

Other	3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2010
Country/Territory	Taiwan
City	Kaohsiung
Period	2010/04/12 → 2010/04/16

Keywords

Computer programming
Game-based learning
Instructional design

ASJC Scopus subject areas

Computer Graphics and Computer-Aided Design
Human-Computer Interaction
Software

Access to Document

10.1109/DIGITEL.2010.47

Cite this

Wang, L. C., & Chen, M. P. (2010). Learning programming concepts through game design: A PCT perspective. In DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning (pp. 219-221). Article 5463774 (DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning). https://doi.org/10.1109/DIGITEL.2010.47

Learning programming concepts through game design: A PCT perspective. / Wang, Li Chun; Chen, Ming Puu.
DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. 2010. p. 219-221 5463774 (DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Wang, LC & Chen, MP 2010, Learning programming concepts through game design: A PCT perspective. in DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning., 5463774, DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, pp. 219-221, 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2010, Kaohsiung, Taiwan, 2010/04/12. https://doi.org/10.1109/DIGITEL.2010.47

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abstract = "This study investigates the effects of learners as game designers using Scratch's building-block programming on junior high school learners' programming concept learning performance and motivation. Participants were 133 eighth graders who learn to program through game design activity using Scratch and classified as the experimental group and the control group according to the types of learning sequence. The results revealed that a) the comprehension of programming concepts was not affected by type of learning sequence; b) participants possess higher motivation on the sequence of Scratch project following programming learning; c) the effects of participatory programming tools on novice programmer needs to be further investigated to broaden junior high learners' technological fluency.",

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AB - This study investigates the effects of learners as game designers using Scratch's building-block programming on junior high school learners' programming concept learning performance and motivation. Participants were 133 eighth graders who learn to program through game design activity using Scratch and classified as the experimental group and the control group according to the types of learning sequence. The results revealed that a) the comprehension of programming concepts was not affected by type of learning sequence; b) participants possess higher motivation on the sequence of Scratch project following programming learning; c) the effects of participatory programming tools on novice programmer needs to be further investigated to broaden junior high learners' technological fluency.

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Learning programming concepts through game design: A PCT perspective

Abstract

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Other

Keywords

ASJC Scopus subject areas

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