Exploring Relationships among Students' Computational Thinking Skills, Emotions, and Cognitive Load Using Simulation Games in Primary Education

Autor/in	Pellas, Nikolaos
Titel	Exploring Relationships among Students' Computational Thinking Skills, Emotions, and Cognitive Load Using Simulation Games in Primary Education
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1576-1590 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pellas, Nikolaos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12819
Schlagwörter	Computation; Thinking Skills; Programming; Skill Development; Cognitive Processes; Emotional Response; Psychological Patterns; Correlation; Grade 5; Elementary School Students; Learning; Performance; Computer Simulation; Knowledge Level; Foreign Countries; Educational Games; Computer Science Education; Greece + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; Lernen; Achievement; Leistung; Computergrafik; Computersimulation; Wissensbasis; Ausland; Educational game; Lernspiel; Computer science lessons; Informatikunterricht; Griechenland
Abstract	Background: Owing to the exponential growth of three-dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the relationships between students' learning performance, focusing on computational thinking (CT) and programming skills development, in association with their cognitive load (mental load and mental effort) and emotions (happiness, anger, anxiety, sadness) by playing SGs. Methods: A total of two hundred and ninety participants (n = 290) in fifth-grade classes (10-11 years old) of Greek primary schools completed all pre-and post-intervention tests. A quasi-experimental study was conducted over a 14-week timetable course and in two comparison conditions, in which a SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. To further investigate the effectiveness of the proposed SG in each teaching intervention, an exploration of relationships between students' learning performance, cognitive load, and emotions through multiple analyses, depending on correlation, t-tests, correlation, and hierarchal regression was delivered. Results and Conclusions: The findings indicate that the proposed SG created by using OpenSimulator&Scratch4SL positively affected students' emotions and cognitive load, whereas there was no significant difference in learning gain between the two groups. Implications: The study provides empirical evidence on the effects of SGs on students' knowledge acquisition, highlighting the importance of considering both cognitive and emotional components in the design of these games. The findings also offer valuable insights for implications policy and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01