مقاله انگلیسی یک بازی رایانه ای آموزشی سازگار
ترجمه نشده

مقاله انگلیسی یک بازی رایانه ای آموزشی سازگار

عنوان فارسی مقاله: یک بازی رایانه ای آموزشی سازگار: تأثیر بر دانش و نگرش یادگیری دانش آموزان در تفکر محاسباتی
عنوان انگلیسی مقاله: An adaptive educational computer game: Effects on students' knowledge and learning attitude in computational thinking
مجله/کنفرانس: کامپیوتر ها در رفتار انسان - Computers in Human Behavior
رشته های تحصیلی مرتبط: علوم تربیتی
گرایش های تحصیلی مرتبط: تکنولوژی آموزشی، مدیریت و برنامه ریزی آموزشی
کلمات کلیدی فارسی: بازی رایانه ای تطبیقی، دانش و مهارت تفکر محاسباتی، یادگیری تطبیقی، بازی تطبیقی
کلمات کلیدی انگلیسی: Adaptive educational computer game, Computational thinking knowledge and skills, Adaptive learning, Adaptive game-play
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2020.106575
دانشگاه: The University of Hong Kong, Hong Kong
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2021
ایمپکت فاکتور: 5.003 در سال 2020
شاخص H_index: 155 در سال 2021
شاخص SJR: 2.173 در سال 2020
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 13
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E15307
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Highlights
Abstract
Keywords
1. Introduction
2. Related research
3. AutoThinking
4. Research design
5. Results
6. Discussion and conclusions
CRediT authorship contribution statement
Acknowledgements
Appendix A. Supplementary data
Research Data
References

نمونه متن انگلیسی مقاله

Abstract

Several studies have reported that adaptivity and personalization in educational computer games facilitate reaching their full educational potential. However, there is little effort to develop adaptive educational computer games for promoting students' computational thinking (CT). In this study, an adaptive computer game is introduced, called AutoThinking, that not only promotes both CT skills and conceptual knowledge, but also provides adaptivity in both game-play and learning processes. To evaluate the possible effects of the game, an experimental study was carried out with 79 students in an elementary school in Estonia. AutoThinking and a conventional technology-enhanced learning approach were used for teaching CT to the experimental and control group, respectively. Our results reveal that AutoThinking improved students’ CT skills and conceptual knowledge better than the conventional approach. It was also found that students with a low and high level of prior knowledge made higher improvement in knowledge gain using the adaptive game compared to the traditional approach, especially those students with lower prior knowledge. Finally, our findings show that the adaptive game could also improve students' learning attitude toward CT better than the conventional approach, especially those students with higher prior learning attitudes.


1. Introduction


One of the main skills that future generations must develop is Computational Thinking (CT). CT, a cutting-edge term defined by Wing (2006), is regarded as a cognitive ability that enables people to develop computational solutions for a current problem by applying computer sciences’ reasoning processes. Application of CT has gone even beyond STEM (science, technology, engineering, and mathematics) domains, and according to several research, CT plays crucial roles in other disciplines as well, for example, medicine, digital humanities, computational finance, archaeology, economics, and so forth (National Research Council, 2010; Selby & Woollard, 2013; Wing, 2014). Multiple studies have reported that CT’s integration into curricula would benefit both cognitive and non-cognitive aspects of learning (e.g., Brown, Sentance, Crick, & Humphreys, 2014, pp. 1–22; Haddad & Kalaani, 2015; Malva, Hooshyar, Yang, & Pedaste, 2020; Repenning et al., 2015, p. 11; Roman-Gonz ´ alez, ´ P´erez-Gonz´ alez, & Jim´enez-Fernandez, ´ 2017). Therefore, several countries all over the world have made reformation of educational programs on different educational levels in order to integrate CT into their official curricula (e.g., Brown et al., 2014, pp. 1–22; Carlborg, Tyren, Heath, & Eriksson, 2019; DR, 2018; Perkovi´c, Settle, Hwang, & Jones, 2010; Wing, 2011)

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