The Effects of Project-Based Game Development on Student Learning and Attitudes: Action Research in an 8th Grade Introductory Computer Science Course

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Autor/in	Jenks, Theodore G.
Titel	The Effects of Project-Based Game Development on Student Learning and Attitudes: Action Research in an 8th Grade Introductory Computer Science Course
Quelle	(2022), (263 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2767-8
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Active Learning; Student Projects; Games; Educational Games; Learning Processes; Student Attitudes; Action Research; Grade 8; Introductory Courses; Computer Science Education; Required Courses; Algorithms; STEM Education; Knowledge Level; Self Concept; Independent Study; Student Participation; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aktives Lernen; Schulprojekt; Game; Spiel; Spiele; Educational game; Lernspiel; Learning process; Lernprozess; Schülerverhalten; Projektforschung; School year 08; 8. Schuljahr; Schuljahr 08; Einführungskurs; Computer science lessons; Informatikunterricht; Pflichtkurs; Algorithm; Algorithmus; STEM; Wissensbasis; Selbstkonzept; Selbststudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of this action research was to implement a digital game development project and describe its effects on the performance and attitudes of eighth-grade students in a required computer science course at South Carolina School District Alpha. The following research questions were explored: (1) How does the game development project impact participants' ability to analyze and develop algorithms? (2) What is the effect of the game development project on participants' attitudes toward computer science? and (3) What is the relationship between participants' attitudes toward computer science and their performance? There were 28 participants composed of students in a science, technology, engineering, and mathematics magnet program. A convergent parallel mixed-methods approach was used to answer the research questions. A content knowledge assessment pretest and posttest were administered to measure performance before and after the intervention. Content knowledge assessment scores after the intervention were significantly larger than the content knowledge assessment scores before the intervention. A survey measuring attitudes toward computer science was administered to participants before and after the intervention. The survey consisted of five subscales: (a) self-concept, (b) learning at school, (c) learning outside of school, (d) future participation, and (e) importance. For all five subscales, the subscale measure after the intervention was significantly larger than the subscale measure before the intervention. The linear correlation between participants' attitudes toward computer science and their performance was measured at the end of the intervention. Findings suggested that as participants' scores on the post-survey for attitudes toward computer science increased, so did participants' scores on the post-content knowledge assessment. Qualitative data was collected in the form of field notes from classroom observations and participant interviews. Inductive and deductive analysis was performed on the qualitative data to help answer the research questions. Findings showed that (a) participants' performance and attitudes improved after the intervention, (b) participants experienced barriers to success, and (c) attitudes and performance were related and appeared to influence each other. Implications and limitations of the research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01