The effects of goal specificity and scaffolding on programming performance and self-regulation in game design

Chia Yen Feng, Ming Puu Chen*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

38 引文 斯高帕斯(Scopus)

摘要

The purpose of this study was to investigate the influence of goal specificity and scaffolding on the programming performance and self-regulation of elementary students engaged in learning game design. This study recruited 232 students for the experimental activities. Two levels of goal specificity were employed: specific and nonspecific. Structuring and problematizing scaffolds were also used to support students in the process of learning. Our results reveal the following: (1) nonspecific goals and structuring scaffolds led to superior comprehension of programming, (2) nonspecific goals with problematizing scaffolds led to better problem-solving performance, (3) problematizing scaffolds were more effective than structuring scaffolds in the development of self-regulation behavior, and (4) nonspecific goals were more effective than specific goals in the promotion of resource management associated with self-regulation.

原文英語
頁(從 - 到)285-302
頁數18
期刊British Journal of Educational Technology
45
發行號2
DOIs
出版狀態已發佈 - 2014 3月

ASJC Scopus subject areas

  • 教育

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