Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23437
Title: 
Authors: 
Subjects: 
Coding education
Cognitive apprenticeship
Collaborative learning
Computational thinking
Issue Date: 
2021
Citation: 
Lin, C.-P., Yang, S.-J., Lin, K.-Y., Looi, C.-K., & Chen, Y.-H. (2021). Explorations of two approaches to learning CT in a game environment for elementary school students. Journal of Computers in Education. Advance online publication. https://doi.org/10.1007/s40692-021-00203-x
Journal: 
Journal of Computers in Education
Abstract: 
Collaboration can be a significant determinant in the teaching and development of computational thinking (CT) skills in school students. This paper presented a case study on how students learned CT skills through a coding game via two approaches: one using collaborative learning (through cognitive apprenticeship) and the other through individual learning. The quasi-experimental design was used in two classes (24 students in each class) and was divided into using one of the two approaches. Relevant data were collected through pre- and post-tests based on the E-game CT test. The research results indicated: (1) Both collaborative learning (through cognitive apprenticeship) and individual learning effectively enhanced the learning effects of students' development for CT skills in an E-game coding education platform; (2) In collaborative learning (through cognitive apprenticeship), students in lower-scoring groups could enhance their CT skills more effectively than those in higher-scoring groups; (3) For those students who fell in the two lower-scoring groups, those in collaborative learning (through cognitive apprenticeship) had higher significant learning effects than those in individual learning; (4) Students with lower scores who programmed with a higher-scoring partner learned more than when they programmed alone. Overall, this study showed that the use of an E-game learning platform enabled the learning process of CT to become more interesting and challenging for students.
URI: 
ISSN: 
2197-9987 (print)
2197-9995 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
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