Exploring Instructional Support Design in an Educational Game for K-12 Computing Education
Exploring Instructional Support Design in an Educational Game for K-12 Computing Education
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探索 K-12 计算机教育教育游戏中的教学支持设计
DOI：
10.1145/3159450.3159519
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
T. Price
中科院分区：
文献类型：
--
作者：
Rui Zhi;Nicholas Lytle;T. Price
教学支持（Supports）帮助学生在智能辅导系统和游戏化教育环境中更有效地学习。然而，支持的实施和成功因环境而异。我们探索了教育编程游戏 BOTS 中的支持设计，实施了三种不同的策略：指导文本 (Text)、工作示例 (Examples) 和有缺陷的代码 (Bugs)。这些策略改编自其他领域有希望的支持，并受到既定教育理论的推动。我们通过对中学生的试点研究评估了我们的支持。我们的结果表明，错误可能是一种有前途的策略，评估难题中较低的完成时间和解决方案代码长度就证明了这一点。最后，我们反思我们的设计决策，为未来的迭代提供建议。我们的动机、设计过程和研究结果提供了对编程游戏支持设计的深入了解。
Instructional supports (Supports) help students learn more effectively in intelligent tutoring systems and gamified educational environments. However, the implementation and success of Supports vary by environment. We explored Support design in an educational programming game, BOTS, implementing three different strategies: instructional text (Text), worked examples (Examples) and buggy code (Bugs). These strategies are adapted from promising Supports in other domains and motivated by established educational theory. We evaluated our Supports through a pilot study with middle school students. Our results suggest Bugs may be a promising strategy, as demonstrated by the lower completion time and solution code length in assessment puzzles. We end reflecting on our design decisions providing recommendations for future iterations. Our motivations, design process, and study's results provide insight into the design of Supports for programming games.
了解 6-8 年级学生在调试游戏中解决问题的行为
影响因子：
2.7
作者：
Liu, Zhongxiu;Zhi, Rui;Hicks, Andrew;Barnes, Tiffany
通讯作者：
Barnes, Tiffany