Developing Educational 3D Games with StarLogo: The Role of Backwards Fading in the Transfer of Programming Experience

Autor/inn/en	Boldbaatar, Nomin; Sendurur, Emine
Titel	Developing Educational 3D Games with StarLogo: The Role of Backwards Fading in the Transfer of Programming Experience
Quelle	In: Journal of Educational Computing Research, 57 (2019) 6, S.1468-1494 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118806747
Schlagwörter	Educational Games; Computer Games; Computer Simulation; Computer Software; Programming Languages; College Students; Computer Science Education; Prior Learning; Scores; Transfer of Training; Learning Strategies; Design; Foreign Countries; Outcomes of Education; Turkey + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computergrafik; Computersimulation; Collegestudent; Computer science lessons; Informatikunterricht; Vorkenntnisse; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Lernleistung; Schulerfolg; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01