Developing Educational 3D Games With StarLogo: The Role of Backwards Fading in the Transfer of Programming Experience
Autor: | Nomin Boldbaatar, Emine Şendurur |
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Přispěvatelé: | Ondokuz Mayıs Üniversitesi |
Rok vydání: | 2018 |
Předmět: |
Computer science
efficient instruction programming and programming languages Game based learning 02 engineering and technology game development Education completion example text-based programming Block (programming) Human–computer interaction 020204 information systems Computer software 0202 electrical engineering electronic engineering information engineering Fading learning strategies block-based programming StarLogo computer.programming_language Focus (computing) Video game development 05 social sciences 050301 education teaching worked example Computer Science Applications game-based learning Transfer of training backwards fading 0503 education computer |
Zdroj: | Journal of Educational Computing Research. 57:1468-1494 |
ISSN: | 1541-4140 0735-6331 |
Popis: | WOS: 000482049500005 The emergence of block-based environments aims to facilitate the problems caused by the abstractness of text-based languages. Recent studies generally focus on the effect of having block-based experience on programming education. This study is an attempt to observe the transfer of previous programming experiences (block-based vs. text-based) into a three-dimensional game-making environment through the use of backwards fading. In addition to observation of transfer, students' perceptions about the difficulty of practices were also investigated. Twenty-one senior university students participated in the study. They practiced through worked example, completion example, and full practice. Moreover, the comparison of the contribution of three examples, their perceived difficulty, and cognitive load has also been observed. There are four main findings that add value to the current literature. First, students having text-based programming experience had higher scores, which may be a sign of far transfer; second, completion example format was more efficient for students having block-based programming experience; third, full practice format was perceived as more difficult than either worked example or completion example; and fourth, based on the efficiency of example formats, completion example represented high efficiency for all students. However, average efficiency of all example formats has represented high efficiency for students, who had text-based programming experience. |
Databáze: | OpenAIRE |
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