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The effects of goal specificity and scaffolding on programming performance and self-regulation in game design
ARTICLE

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British Journal of Educational Technology Volume 45, Number 2, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

The purpose of this study was to investigate the influence of goal specificity and scaffolding on the programming performance and self-regulation of elementary students engaged in learning game design. This study recruited 232 students for the experimental activities. Two levels of goal specificity were employed: specific and nonspecific. Structuring and problematizing scaffolds were also used to support students in the process of learning. Our results reveal the following: (1) nonspecific goals and structuring scaffolds led to superior comprehension of programming, (2) nonspecific goals with problematizing scaffolds led to better problem-solving performance, (3) problematizing scaffolds were more effective than structuring scaffolds in the development of self-regulation behavior, and (4) nonspecific goals were more effective than specific goals in the promotion of resource management associated with self-regulation.

Citation

Feng & Chen. (2014). The effects of goal specificity and scaffolding on programming performance and self-regulation in game design. British Journal of Educational Technology, 45(2), 285-302. Wiley. Retrieved April 20, 2019 from .

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Cited By

  1. The development of a virtual learning platform for teaching concurrent programming languages in the Secondary Education: The use of Open Sim and Scratch4OS

    Nikolaos Pellas

    Journal of e-Learning and Knowledge Society Vol. 10, No. 1 (Jan 25, 2014)

  2. A systematic review of literature on students as educational computer game designers

    Kevser Hava, Bozok University, Turkey; Hasan Cakir, Gazi University, Turkey

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 3 (July 2018) pp. 323–341

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