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

*此作品的通信作者

研究成果: 書貢獻/報告類型會議論文篇章

2 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
主出版物標題Workshop Proceedings of the 18th International Conference on Computers in Education, ICCE 2010
頁面151-157
頁數7
出版狀態已發佈 - 2010 十二月 1
事件18th International Conference on Computers in Education, ICCE 2010 - Putrajaya, 马来西亚
持續時間: 2010 十一月 292010 十二月 3

其他

其他18th International Conference on Computers in Education, ICCE 2010
國家/地區马来西亚
城市Putrajaya
期間2010/11/292010/12/03

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 教育

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