An Exploration of Interrelationships among Presence Indicators of a Community of Inquiry in a 3D Game-Like Environment for High School Programming Courses

Autor/in	Pellas, Nikolaos
Titel	An Exploration of Interrelationships among Presence Indicators of a Community of Inquiry in a 3D Game-Like Environment for High School Programming Courses
Quelle	In: Interactive Learning Environments, 25 (2017) 3, S.343-360 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1127819
Schlagwörter	Educational Indicators; Communities of Practice; Computer Simulation; High School Students; Programming Languages; Computer Science Education; Introductory Courses; Models; Correlation; Outcomes of Education; Constructivism (Learning); Computer Games; Educational Games; Cognitive Processes; Educational Benefits; Affordances; Instructional Design; Foreign Countries; Likert Scales; Blended Learning; Statistical Significance; Questionnaires; Statistical Analysis; Greece + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Community; Computergrafik; Computersimulation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht; Einführungskurs; Analogiemodell; Korrelation; Lernleistung; Schulerfolg; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Cognitive process; Kognitiver Prozess; Bildungsertrag; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Likert-Skala; Fragebogen; Statistische Analyse; Griechenland
Abstract	The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for the beneficial formalization of a virtual community, by utilizing a CoI model which consisted of 81 high school students and (b) the results of linear correlations to amplify the interrelationships among presence indicators (cognitive, social, and teaching) of a CoI model to learn basic programming concepts via a 3D multi-user game-like environment underpinned by Papert's theory of constructionism. The findings indicated that social presence (communication and cohesiveness of a group) had not only a direct correlation with the cognitive presence (learning process for the construction of knowledge), but also had a positive association with teaching presence (organization, planning, and guidance of learning activities), reinforcing them as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01