The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning

Autor/inn/en	Wang, Li-Chun; Chen, Ming-Puu
Titel	The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning
Quelle	In: Innovations in Education and Teaching International, 47 (2010) 1, S.39-52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Games; Program Effectiveness; Secondary School Students; Experiential Learning; Problem Solving; Learning Motivation; Learning Strategies; Scoring Rubrics; Educational Strategies; Foreign Countries; Teaching Methods; Instructional Effectiveness; Student Motivation; Correlation; Questionnaires; Educational Technology; Computer Science Education; Computer Software; Programming; Information Technology; Programming Languages; Predictor Variables; Taiwan + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Sekundarschüler; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Scoring formulas; Auswertungsbogen; Lehrstrategie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulische Motivation; Korrelation; Fragebogen; Unterrichtsmedien; Computer science lessons; Informatikunterricht; Programmierung; Informationstechnologie; Prädiktor
Abstract	Learning to program is difficult for novices, even for those undergraduates who have majored in computer science. The study described in this paper has investigated the effects of game strategy and preference-matching on novice learners' flow experience and performance in learning to program using an experiential gaming activity. One hundred and fifteen novices participated in the experimental activity. Two types of game strategy were employed: the matching-challenging strategy and the challenging strategy. Participants were categorised into one or other of the two groups based on individual preferences. The results of the study showed that: (1) the challenging group had higher flow experiences than the matching-challenging group; (2) participants' performance was enhanced with the use of the matching strategy; and (3) a compensation effect existed among the preference-mismatched learners who performed better in the challenging game-play. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10