The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning
ARTICLE
Li-Chun Wang, Ming-Puu Chen
IETI Volume 47, Number 1, ISSN 1470-3297
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.)
Citation
Wang, L.C. & Chen, M.P. (2010). The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning. Innovations in Education and Teaching International, 47(1), 39-52. Retrieved August 6, 2024 from https://www.learntechlib.org/p/107738/.
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Keywords
- computer science education
- Computer Software
- Correlation
- Educational Strategies
- educational technology
- Experiential learning
- Foreign Countries
- games
- information technology
- Instructional Effectiveness
- Learning Motivation
- learning strategies
- Predictor Variables
- problem solving
- Program Effectiveness
- programming
- programming languages
- Questionnaires
- Scoring Rubrics
- Secondary School Students
- student motivation
- teaching methods
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