Research Article
Year 2023,
Issue: 95, 238 - 255, 15.09.2023
Abstract
Bu araştırma, Blok Tabanlı Oyunlaştırılmış Öğretimin kodlama eğitiminde kullanımının bilgi-işlemsel düşünme ve kodlamaya yönelik tutumlar üzerindeki etkilerini incelemeyi amaçlamaktadır. Bu amaç doğrultusunda çalışmada nicel araştırma yöntemlerinden ön-test son-test kontrol gruplu deneysel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 eğitim-öğretim yılında Bingöl ili Merkez Gazi Ortaokulu öğrencilerinden rastgele örneklem yöntemiyle seçilmiş 70 deney ve 54 kontrol grubu olmak üzere toplam 124 kişiden oluşmaktadır. Öğrencilerin bilgi-işlemsel düşünme becerilerini ölçmek için ise “Bilgi-İşlemsel Düşünme Becerisi Düzeyleri Ölçeği” kullanılmıştır. Öğrencilerin kodlamaya yönelik tutumlarını ölçebilmek için “Ortaokul Öğrencileri için Kodlamaya Yönelik Tutum Ölçeği” kullanılmıştır. Bu veriler SPSS istatistik programı ile analiz edilmiştir. Buna göre Blok Tabanlı Oyunlaştırılmış Öğretimin bilgi-işlemsel düşünmeye herhangi bir etkisi olmazken kodlama yönelik tutuma olumlu etkisi olmuştur. Blok Tabanlı Oyunlaştırılmış Öğretim özellikle ilgi, motivasyon ve öğrenme engellerini aşma açısından faydalı olma potansiyeli taşımaktadır. Ancak Blok Tabanlı Oyunlaştırılmış Öğretimin potansiyel sınırlamalarını dikkate almak ve öğrencilerin gelecekteki kodlama çalışmaları için çeşitli kodlama dilleri ve araçlarıyla tanışmalarını sağlamak önemlidir.
References
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- Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys (CSUR), 37(2), https://doi.org/10.1145/1089733.1089734
- Khaleel, F. L., Ashaari, N. S., & Wook, T. S. M. T. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering, 10(5), 496583-137.
- Korkmaz, Ö., Çakır, R., Özden, M. Y. (2015). Bilgisayarca Düşünme Beceri Düzeyleri Ölçeğinin (BDBD) Ortaokul Düzeyine Uyarlanması. Gazi eğitim Bilimleri Dergisi, 1(2), 67-86.
- Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785. https://doi.org/10.1177/10468781145636
- Lee, Y. (2019). An analysis of the influence of block-type programming language-based artificial intelligence education on the learner's attitude in artificial intelligence. Journal of the Korean Association of information Education, 23(2), 189-196.
- Lee, C. S., & Wong, K. S. D. (2018). Deriving a gamified learning-design framework towards sustainable community engagement and mashable innovations in Smart Cities: Preliminary findings. International Journal of Knowledge and Systems Science (IJKSS), 9(1), 1-22.
- Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
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- Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The scratch programming language and environment. ACM Transactions on Computing Education (TOCE), 10(4), 1-15. https://doi.org/10.1145/1868358.1868363
- Moors, L., Luxton-Reilly, A., & Denny, P. (2018, April). Transitioning from block-based to text-based programming languages. In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) (pp. 57-64). IEEE. https://doi.org/10.1109/LaTICE.2018.000-5
- Ohno-Machado, L. (2011). Realizing the full potential of electronic health records: the role of natural language processing. Journal of the American Medical Informatics Association, 18(5), 539-539. https://doi.org/10.1136/amiajnl-2011-000501
- Papadakis, S., & Kalogiannakis, M. (2018). Using gamification for supporting an introductory programming course. The case of classcraft in a secondary education classroom. In Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings 6 (pp. 366-375). Springer.
- Polito, G., & Temperini, M. (2021). A gamified web based system for computer programming learning. Computers and Education: Artificial Intelligence, 2, 1-13. https://doi.org/10.1016/j.caeai.2021.100029
- Repenning, A., Basawapatna, A. R., & Escherle, N. A. (2017). Principles of computational thinking tools. Emerging research, practice, and policy on computational thinking, 291-305.
- Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
- Resnick, M., & Robinson, K. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT.
- Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129-141. https://doi.org/10.1016/j.compedu.2016.03.003
- Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of science education and technology, 25, 127-147.
- Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
- Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.
- Wong, G. K. W., & Cheung, H. Y. (2020). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 28(4), 438-450.
- Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60, 565-568.
- Yadav, A. K., & Oyelere, S. S. (2021). Contextualized mobile game-based learning application for computing education. Education and Information Technologies, 26, 2539-2562.
- Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141, 103607.
The Effect of Block-Based Gamified Learning on Computational Thinking Skills and Attitude Toward Coding
Abstract
This research aims to investigate the impact of using block-based gamified learning on computational thinking skills and attitudes toward programming in the programming classroom. To achieve this goal, an experimental research design with a pre-test and post-test control group was used as a quantitative research method. The study group of the research consisted of a total of 124 participants randomly selected from 70 experimental and 54 control students at Bingöl Central Gazi Middle School in the school year 2021-2022. The "Levels of Computational Thinking Scale" was used to measure students' computational thinking skills, and the "Attitude Scale toward Coding for Middle School Students" was used to measure their attitude toward coding. The data were analyzed using the SPSS statistical program. The results show that while Block-Based Gamified Learning had no effect on computational thinking skills, it did have a positive effect on attitudes toward coding. Block-Based Gamified Learning has the potential to have a positive impact on overcoming barriers to interest, motivation, and learning. However, it is important to consider the potential limitations of block-based gamified learning and to familiarize students with different programming languages and tools for their future programming studies.
References
- Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 38(6), 20-23.
- Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48-54. https://doi.org/10.1145/1929887.1929905
- Basawapatna, A. R., Repenning, A., & Lewis, C. H. (2013, March). The simulation creation toolkit: an initial exploration into making programming accessible while preserving computational thinking. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 501-506). ACM. https://doi.org/10.1145/2445196.2445346
- Bau, D., Bau, D. A., Dawson, M., & Pickens, C. S. (2015, June). Pencil code: block code for a text world. In Proceedings of the 14th international conference on interaction design and children (pp. 445-448). ACM. https://doi.org/10.1145/2771839.2771875
- Bau, D., Gray, J., Kelleher, C., Sheldon, J., & Turbak, F. (2017). Learnable programming: blocks and beyond. Communications of the ACM, 60(6), 72-80. https://doi.org/10.1145/3015455
- Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157. https://doi.org/10.1016/j.compedu.2013.10.020
- Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada (Vol. 1, p. 25). AERA.
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Pegem Akademi.
- Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
- Denning, P. J., & Martell, C. H. (2015). Great principles of computing. MIT.
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. https://doi.org/10.1145/2181037.2181040
- Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43. https://doi.org/10.3102/0013189X12463051
- Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
- Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys (CSUR), 37(2), https://doi.org/10.1145/1089733.1089734
- Khaleel, F. L., Ashaari, N. S., & Wook, T. S. M. T. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering, 10(5), 496583-137.
- Korkmaz, Ö., Çakır, R., Özden, M. Y. (2015). Bilgisayarca Düşünme Beceri Düzeyleri Ölçeğinin (BDBD) Ortaokul Düzeyine Uyarlanması. Gazi eğitim Bilimleri Dergisi, 1(2), 67-86.
- Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785. https://doi.org/10.1177/10468781145636
- Lee, Y. (2019). An analysis of the influence of block-type programming language-based artificial intelligence education on the learner's attitude in artificial intelligence. Journal of the Korean Association of information Education, 23(2), 189-196.
- Lee, C. S., & Wong, K. S. D. (2018). Deriving a gamified learning-design framework towards sustainable community engagement and mashable innovations in Smart Cities: Preliminary findings. International Journal of Knowledge and Systems Science (IJKSS), 9(1), 1-22.
- Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
- Maloney, J., Burd, L., Kafai, Y., Rusk, N., Silverman, B., & Resnick, M. (2004, January). Scratch: a sneak preview [education]. In Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004. (pp. 104-109). IEEE.
- Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The scratch programming language and environment. ACM Transactions on Computing Education (TOCE), 10(4), 1-15. https://doi.org/10.1145/1868358.1868363
- Moors, L., Luxton-Reilly, A., & Denny, P. (2018, April). Transitioning from block-based to text-based programming languages. In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) (pp. 57-64). IEEE. https://doi.org/10.1109/LaTICE.2018.000-5
- Ohno-Machado, L. (2011). Realizing the full potential of electronic health records: the role of natural language processing. Journal of the American Medical Informatics Association, 18(5), 539-539. https://doi.org/10.1136/amiajnl-2011-000501
- Papadakis, S., & Kalogiannakis, M. (2018). Using gamification for supporting an introductory programming course. The case of classcraft in a secondary education classroom. In Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings 6 (pp. 366-375). Springer.
- Polito, G., & Temperini, M. (2021). A gamified web based system for computer programming learning. Computers and Education: Artificial Intelligence, 2, 1-13. https://doi.org/10.1016/j.caeai.2021.100029
- Repenning, A., Basawapatna, A. R., & Escherle, N. A. (2017). Principles of computational thinking tools. Emerging research, practice, and policy on computational thinking, 291-305.
- Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
- Resnick, M., & Robinson, K. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT.
- Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129-141. https://doi.org/10.1016/j.compedu.2016.03.003
- Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of science education and technology, 25, 127-147.
- Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
- Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.
- Wong, G. K. W., & Cheung, H. Y. (2020). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 28(4), 438-450.
- Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60, 565-568.
- Yadav, A. K., & Oyelere, S. S. (2021). Contextualized mobile game-based learning application for computing education. Education and Information Technologies, 26, 2539-2562.
- Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141, 103607.
There are 37 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Educational Technology and Computing |
| Journal Section | Articles |
| Authors | |
| Publication Date | September 15, 2023 |
| Published in Issue | Year 2023 Issue: 95 |
