Bots & (Main)Frames: Exploring the Impact of Tangible Blocks and Collaborative Play in an Educational Programming Game
Bots & (Main)Frames: Exploring the Impact of Tangible Blocks and Collaborative Play in an Educational Programming Game
复制标题
DOI：
10.1145/3173574.3173840
复制
发表时间：
2018-04
期刊：
影响因子：
--
通讯作者：
Edward F. Melcer;Katherine Isbister
中科院分区：
文献类型：
--
作者：
Edward F. Melcer;Katherine Isbister
虽然最近的工作已经开始评估教育编程游戏的功效，但这些游戏中的许多常见设计决策（例如，使用触摸板或鼠标的单人游戏）尚未探索学习结果。例如，其他的设计方法，如协作游戏和有形的体现互动也可以为学习者提供重要的好处。为了更好地理解这些设计决策如何影响学习和相关因素，我们创建了一个教育编程游戏，允许系统地改变输入法和游戏模式。在本文中，我们描述了我们的游戏的鼠标和有形版本的设计原理，并报告了一个2x2析因实验比较鼠标和有形的输入方法与个人和协作模式的发挥功效。结果表明，有形有更大的积极影响学习，情境兴趣，享受和编程的自我信念。我们还发现，合作游戏有助于进一步减少编程焦虑。
While recent work has begun to evaluate the efficacy of educational programming games, many common design decisions in these games (e.g., single player gameplay using touchpad or mouse) have not been explored for learning outcomes. For instance, alternative design approaches such as collaborative play and embodied interaction with tangibles may also provide important benefits to learners. To better understand how these design decisions impact learning and related factors, we created an educational programming game that allows for systematically varying input method and mode of play. In this paper, we describe design rationale for mouse and tangible versions of our game, and report a 2x2 factorial experiment comparing efficacy of mouse and tangible input methods with individual and collaborative modes of play. Results indicate tangibles have a greater positive impact on learning, situational interest, enjoyment, and programming self-beliefs. We also found collaborative play helps further reduce programming anxiety over individual play.