Effects of Programming Tools with Different Degrees of Embodiment on Learning Boolean Operations

Autor/inn/en	Zhong, Baichang; Xia, Liying; Su, Siyu
Titel	Effects of Programming Tools with Different Degrees of Embodiment on Learning Boolean Operations
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.6211-6231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhong, Baichang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10884-7
Schlagwörter	Programming Languages; Novices; Elementary Education; Models; Logical Thinking; Abstract Reasoning; Grade 5; Human Body; Motion; Computer Science Education; Instructional Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Elementarunterricht; Analogiemodell; Abstraktes Denken; Denken; School year 05; 5. Schuljahr; Schuljahr 05; Menschlicher Körper; Bewegungsablauf; Computer science lessons; Informatikunterricht; Unterrichtserfolg; Schulleistung
Abstract	One of the aspects of programming that novices often struggle with is the understanding of abstract concepts, such as variables, loops, expressions, and especially Boolean operations. This paper aims to explore the effects of programming tools with different degrees of embodiment on learning Boolean operations in elementary school. To this end, 67 fifth graders were divided into two groups and participated in a 16-week quasi-experiment. The two groups were randomly assigned to two treatments: the Middle Degree of Embodiment class using AS-Block and the High Degree of Embodiment class using Boson Kits. The results indicated that (a) there were no significant differences in learning attitude (p>0.05), learning immersion (p>0.05), compatibility (p>0.05) and cognitive load (p>0.05) between the two groups; and (b) the High Degree of Embodiment class performed significantly better in terms of the quality of programming works (p<0.01, r[subscript G]=0.533) and the final test score (p<0.05, r[subscript G]=0.860) than the Middle Degree of Embodiment class. The experimental results are presented, and their implications for the instruction and development of programming education and embodied learning are addressed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01