Pub Date : 2022-10-03DOI: 10.1080/07380569.2022.2116622
Moosa Alhadi, Dake Zhang, Ting Wang, C. Maher
Abstract This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies, including four that provided language assistance and six that provided response-construction support. We reported on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on geometry, four studies on number and operations understanding, and five included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the available DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs.
{"title":"Digitalized Interactive Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis","authors":"Moosa Alhadi, Dake Zhang, Ting Wang, C. Maher","doi":"10.1080/07380569.2022.2116622","DOIUrl":"https://doi.org/10.1080/07380569.2022.2116622","url":null,"abstract":"Abstract This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies, including four that provided language assistance and six that provided response-construction support. We reported on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on geometry, four studies on number and operations understanding, and five included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the available DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/07380569.2022.2127344
J. Metsala, S. Kalindi
Abstract This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.
{"title":"The Effects of a Computer-Based Early Reading Program on the Literacy Skills of Kindergarten Students","authors":"J. Metsala, S. Kalindi","doi":"10.1080/07380569.2022.2127344","DOIUrl":"https://doi.org/10.1080/07380569.2022.2127344","url":null,"abstract":"Abstract This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43701496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/07380569.2022.2086738
S. Anderson, Kathleen B. Kyzar
Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.
{"title":"Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts","authors":"S. Anderson, Kathleen B. Kyzar","doi":"10.1080/07380569.2022.2086738","DOIUrl":"https://doi.org/10.1080/07380569.2022.2086738","url":null,"abstract":"Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59446303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/07380569.2022.2121107
Drew Polly, Florence Martin, E. Byker
Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.
{"title":"Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning","authors":"Drew Polly, Florence Martin, E. Byker","doi":"10.1080/07380569.2022.2121107","DOIUrl":"https://doi.org/10.1080/07380569.2022.2121107","url":null,"abstract":"Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47504987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-09DOI: 10.1080/07380569.2022.2075165
Nida Emul, Hilal Gulkilik, H. A. Kaplan
Abstract The purpose of this study was to examine how pre-service mathematics teachers (PMTs) integrated a dynamic geometry environment (DGE) into their reasoning process while solving geometric locus problems. Task-based interviews based on the locus problems were conducted with eight PMTs working in pairs. The PMTs could use a computer with access to GeoGebra in addition to plain papers, pencils, graph paper, a ruler, and a compass in the interview environment. They were free to use any of them. The PMTs’ reasoning was analyzed by focusing on their use of DGE as they were producing mathematical arguments during problem-solving. Toulmin’s argumentation model and Hollebrands’ strategies for using DGE were combined to analyze the data. The results revealed that the PMTs used DGE reactively to make claims and proactively to test or justify their claims. Their proactive use of DGE differed depending on whether they included their warrants for this use or not.
{"title":"Pre-Service Mathematics Teachers’ Experience with a Dynamic Geometry Environment Whilst Reasoning in Relation to Locus Problems: A Detailed Look at Strategies","authors":"Nida Emul, Hilal Gulkilik, H. A. Kaplan","doi":"10.1080/07380569.2022.2075165","DOIUrl":"https://doi.org/10.1080/07380569.2022.2075165","url":null,"abstract":"Abstract The purpose of this study was to examine how pre-service mathematics teachers (PMTs) integrated a dynamic geometry environment (DGE) into their reasoning process while solving geometric locus problems. Task-based interviews based on the locus problems were conducted with eight PMTs working in pairs. The PMTs could use a computer with access to GeoGebra in addition to plain papers, pencils, graph paper, a ruler, and a compass in the interview environment. They were free to use any of them. The PMTs’ reasoning was analyzed by focusing on their use of DGE as they were producing mathematical arguments during problem-solving. Toulmin’s argumentation model and Hollebrands’ strategies for using DGE were combined to analyze the data. The results revealed that the PMTs used DGE reactively to make claims and proactively to test or justify their claims. Their proactive use of DGE differed depending on whether they included their warrants for this use or not.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-20DOI: 10.1080/07380569.2022.2071223
Alain Stockless, Stéphane Villeneuve, Jérémie Bisaillon, F. Fournier, Fabienne Venant
Abstract Digital training plays a major role in the initial training for preschool, primary, and high school teachers in Québec, Canada. Since the mastery of information and communications technology (ICT) is prescriptive, measures have been implemented in university teacher training programs to ensure its development. Nevertheless, after this training, pre-service teachers’ (PSTs’) ability to transfer competency to a real context remains uncertain. We identified PSTs’ levels of mastery of digital tools and competency, as well as their pedagogical usage of them during their school practicums. We sought to ascertain whether they were ready to organize collaborative learning activities with their students. Their mastery of digital tools did not go beyond the level of “good,” except for tools related to office suites. They perceived themselves as having average mastery of the ability to integrate ICT. In addition, the transfer to a professional context is progressing via the pedagogical usage of ICT reported by PSTs during their school practicums. We observed moderate correlations between the mastery of collaborative and communication tools and of collaborative learning activities.
{"title":"Pre-Service Teachers’ Competence and Pedagogical Use of ICT: Are They Ready to Develop Collaborative Activities with Students?","authors":"Alain Stockless, Stéphane Villeneuve, Jérémie Bisaillon, F. Fournier, Fabienne Venant","doi":"10.1080/07380569.2022.2071223","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071223","url":null,"abstract":"Abstract Digital training plays a major role in the initial training for preschool, primary, and high school teachers in Québec, Canada. Since the mastery of information and communications technology (ICT) is prescriptive, measures have been implemented in university teacher training programs to ensure its development. Nevertheless, after this training, pre-service teachers’ (PSTs’) ability to transfer competency to a real context remains uncertain. We identified PSTs’ levels of mastery of digital tools and competency, as well as their pedagogical usage of them during their school practicums. We sought to ascertain whether they were ready to organize collaborative learning activities with their students. Their mastery of digital tools did not go beyond the level of “good,” except for tools related to office suites. They perceived themselves as having average mastery of the ability to integrate ICT. In addition, the transfer to a professional context is progressing via the pedagogical usage of ICT reported by PSTs during their school practicums. We observed moderate correlations between the mastery of collaborative and communication tools and of collaborative learning activities.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/07380569.2022.2071227
Wajeeh M. Daher
Abstract The robotics context is suggested as a context that supports the learning of the sciences including mathematics. The present study investigates how the robotics context affects students’ motivation for learning mathematics. Two groups of seventh-grade students participated in the present research: a robotics class (32 students) and a regular class (33 students). Data were collected using two methods: questionnaires and interviews. Data from the questionnaires were analyzed using SPSS 23.00, while data from the interviews were analyzed using the constant comparison method. The qualitative results showed that the students in the robotics class described their experience with robotics-based learning of the rectangle topic in terms of interest, mastery, and self-efficacy, where they did that far more than students in the regular class. The quantitative results indicated that the seventh-grade students’ motivation to learn mathematics in the robotics class differed significantly, in favor of the robotics class, in three constructs: interest, mastery, and self-efficacy. Moreover, it did not differ significantly in two constructs: performance and failure.
{"title":"Students’ Motivation to Learn Mathematics in the Robotics Environment","authors":"Wajeeh M. Daher","doi":"10.1080/07380569.2022.2071227","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071227","url":null,"abstract":"Abstract The robotics context is suggested as a context that supports the learning of the sciences including mathematics. The present study investigates how the robotics context affects students’ motivation for learning mathematics. Two groups of seventh-grade students participated in the present research: a robotics class (32 students) and a regular class (33 students). Data were collected using two methods: questionnaires and interviews. Data from the questionnaires were analyzed using SPSS 23.00, while data from the interviews were analyzed using the constant comparison method. The qualitative results showed that the students in the robotics class described their experience with robotics-based learning of the rectangle topic in terms of interest, mastery, and self-efficacy, where they did that far more than students in the regular class. The quantitative results indicated that the seventh-grade students’ motivation to learn mathematics in the robotics class differed significantly, in favor of the robotics class, in three constructs: interest, mastery, and self-efficacy. Moreover, it did not differ significantly in two constructs: performance and failure.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59446420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/07380569.2022.2072108
W. van Dijk, Danielle L. Pico, Rachel Kaplan, Valentina A. Contesse, Holly B. Lane
Abstract The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these applications is assumed to be helpful for teachers to identify struggling readers. Unfortunately, many teachers are unsure how to use and interpret the plethora of data from these apps. In this longitudinal study, we followed a cohort of students from kindergarten through first grade (n = 54). We then used quasi-simplex models to estimate the relation between five performance measures taken from an online literacy application and five reading related progress monitoring outcomes at four sequential time points controlling for previous achievement. Results suggest performance measures have more predictive power during kindergarten and the amount of time students were logged-in to the program was the most consistent predictor across outcomes and assessment periods. The number of interactions with the program was significantly related to students’ decoding skills. We discuss how these results might be used to increase teachers’ use of performance measures to adapt instruction.
{"title":"Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis","authors":"W. van Dijk, Danielle L. Pico, Rachel Kaplan, Valentina A. Contesse, Holly B. Lane","doi":"10.1080/07380569.2022.2072108","DOIUrl":"https://doi.org/10.1080/07380569.2022.2072108","url":null,"abstract":"Abstract The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these applications is assumed to be helpful for teachers to identify struggling readers. Unfortunately, many teachers are unsure how to use and interpret the plethora of data from these apps. In this longitudinal study, we followed a cohort of students from kindergarten through first grade (n = 54). We then used quasi-simplex models to estimate the relation between five performance measures taken from an online literacy application and five reading related progress monitoring outcomes at four sequential time points controlling for previous achievement. Results suggest performance measures have more predictive power during kindergarten and the amount of time students were logged-in to the program was the most consistent predictor across outcomes and assessment periods. The number of interactions with the program was significantly related to students’ decoding skills. We discuss how these results might be used to increase teachers’ use of performance measures to adapt instruction.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1080/07380569.2022.2075163
Y. Lee, Meina Zhu
Abstract Digital Game Based Learning (DGBL) was considered as an effective way to engage learners and enhance learning performance. This case study demonstrates a design case that uses DGBL to support writing practices using student-centered pedagogy in K-12 education. Minecraft is used as a tool of transferring students’ imagination and abstract design to actual writing and building. We investigated a curriculum of adopting Minecraft in writing practices and analyzed students’ writing artifacts to identify the elements that fulfill US Common Core State Standards (CCSS) requirements in a rich digital learning environment. In this study, we found that using DGBL could develop students’ literacy skills that meet CCSS in a student-centered curriculum and eventually support students to prepare for standardized tests. Implications for K-12 educators are also considered.
{"title":"Digital Game-Based Learning Can Develop Students’ Literacy Skills and Meet Learning Standards in the US","authors":"Y. Lee, Meina Zhu","doi":"10.1080/07380569.2022.2075163","DOIUrl":"https://doi.org/10.1080/07380569.2022.2075163","url":null,"abstract":"Abstract Digital Game Based Learning (DGBL) was considered as an effective way to engage learners and enhance learning performance. This case study demonstrates a design case that uses DGBL to support writing practices using student-centered pedagogy in K-12 education. Minecraft is used as a tool of transferring students’ imagination and abstract design to actual writing and building. We investigated a curriculum of adopting Minecraft in writing practices and analyzed students’ writing artifacts to identify the elements that fulfill US Common Core State Standards (CCSS) requirements in a rich digital learning environment. In this study, we found that using DGBL could develop students’ literacy skills that meet CCSS in a student-centered curriculum and eventually support students to prepare for standardized tests. Implications for K-12 educators are also considered.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43851519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/07380569.2022.2071229
L. Al-Malki, Maram Meccawy
Abstract In this study, a personalized gamified recommender system was developed to help secondary-school students in Saudi Arabia learn computer programming. This recommender system supports those students by providing personalized recommendations to address their weaknesses and increase their motivation toward computer programming. A total of 60 female secondary-school students participated in this empirical study and were divided in to an intervention and comparison group. Due to the distance learning directives imposed by the COVID-19 pandemic, the whole study was conducted online. Data were collected through a post-test to measure student performance. In addition, a learning motivation questionnaire was distributed to all the study participants to measure their motivation toward learning programming. The Instructional Materials Motivation Survey questionnaire was distributed to the experimental group to measure their level of motivation after using the recommender system. The results showed that the personalized gamified recommender system positively affected the students’ performance in the intervention group and enhanced their motivation toward learning computer programming.
{"title":"Investigating Students’ Performance and Motivation in Computer Programming through a Gamified Recommender System","authors":"L. Al-Malki, Maram Meccawy","doi":"10.1080/07380569.2022.2071229","DOIUrl":"https://doi.org/10.1080/07380569.2022.2071229","url":null,"abstract":"Abstract In this study, a personalized gamified recommender system was developed to help secondary-school students in Saudi Arabia learn computer programming. This recommender system supports those students by providing personalized recommendations to address their weaknesses and increase their motivation toward computer programming. A total of 60 female secondary-school students participated in this empirical study and were divided in to an intervention and comparison group. Due to the distance learning directives imposed by the COVID-19 pandemic, the whole study was conducted online. Data were collected through a post-test to measure student performance. In addition, a learning motivation questionnaire was distributed to all the study participants to measure their motivation toward learning programming. The Instructional Materials Motivation Survey questionnaire was distributed to the experimental group to measure their level of motivation after using the recommender system. The results showed that the personalized gamified recommender system positively affected the students’ performance in the intervention group and enhanced their motivation toward learning computer programming.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：