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The Impact of Guidance and Feedback in Game-Based Computational Thinking Environments

Sven Manske, Alexia Feier, Philip Frese, Pia Hölzel, Maurice Iffländer Rodriguez, Joshua Körner, Aron Lichte, Lena Otto Lena Otto de Mentock, Melinda Kocak, Natalia Szymczyk, Dilan Temel, Mathis Haefs, Nina Kersting, Rebekka C. Liewald, Daniel Bodemer
Zu finden in: DELFI 2021 (Seite 115 bis 120), 2021 local web 
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DELFI 2021In this paper we investigated the impact of feedback and guidance on the development of computational thinking skills. To achieve this, we extended a game-based learning environment that aims to foster computational thinking by teaching programming in self-regulated learning scenarios. The learning environment has been enriched with multiple mechanisms to guide learners and provide feedback that is directed towards the development of computational thinking skills, particularly specific abstractions in programming among algorithmic thinking. To assess the impact of guidance and feedback, we conducted an empirical study with 57 participants. The findings indicate that feedback on the logical artifacts can reduce certain code smells and increase the motivation on the part of the learners.
Von Sven Manske, Alexia Feier, Philip Frese, Pia Hölzel, Maurice Iffländer Rodriguez, Joshua Körner, Aron Lichte, Lena Otto Lena Otto de Mentock, Melinda Kocak, Natalia Szymczyk, Dilan Temel, Mathis Haefs, Nina Kersting, Rebekka C. Liewald, Daniel Bodemer im Konferenz-Band DELFI 2021 (2021) im Text The Impact of Guidance and Feedback in Game-Based Computational Thinking Environments
DELFI 2021In this paper we presented an extension of the game-based learning environment ctGameStudio. The new version includes feedback and guidance components that analyse the learner's code and provide appropriate guidance that improves learning, particularly the inspection, reflection, and evaluation of own logical (code) artefacts. We hypothesized that this would result in higher performance regarding computational thinking.
The results regarding the differences in the performance parameters between two groups showed no significant improvement in most performance parameters. However, the significant mean difference in number of duplicate blocks shows that the concepts are well explained to the participants and that the acquired knowledge can be transferred. In addition, there is a tendency for the feedback group to take a bit more time and complete slightly fewer levels, which can be explained by the fact that the participants had to deal with the feedback and interact with the component. However, these differences are not significant. Additionally, a significant improvement of the flow could be observed in the feedback group. Flow is repeatedly described in literature as a particularly important factor in the learning process, so that this result is an indication that the changes to the game experience were effective.
Since there is a considerable amount of literature on the benefits of formative and summative feedback in gaming-based learning environments, e.g. [Gr18, LK11], the reason for the small group differences regarding the performance of the learners may be due to the implementation of the feedback system and the design of the study. Even though there were small performance improvements in the feedback group, there were no significant differences in the ctscore. The ratios of the parameters for the calculation of the score may need to be revised. Although, ctGameStudio is created for first-time game-based learning of CT the participants of the study had a high heterogeneity in terms of programming experience, which may have led to mixed results. Since the game was only played for 45 minutes and it takes extra effort to read the feedback dialogs, the benefits might only be realized with longer observation.
Von Sven Manske, Alexia Feier, Philip Frese, Pia Hölzel, Maurice Iffländer Rodriguez, Joshua Körner, Aron Lichte, Lena Otto Lena Otto de Mentock, Melinda Kocak, Natalia Szymczyk, Dilan Temel, Mathis Haefs, Nina Kersting, Rebekka C. Liewald, Daniel Bodemer im Konferenz-Band DELFI 2021 (2021) im Text The Impact of Guidance and Feedback in Game-Based Computational Thinking Environments

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Personen
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Harold Abelson, Michal Armoni, Mordechai Ben-Ari, Karen Brennan, Andrea DiSessa, Evelyn Eastmond, Charles B. Hodges, Yasmin B. Kafai, John Maloney, Orni Meerbaum-Salant, Amon Millner, Andrés Monroy-Hernández, Jesús Moreno-León, Seymour Papert, Mitchel Resnick, Peter J. Rich, Gregorio Robles, Eric Rosenbaum, Natalie Rusk, Jay Silver, Brian Silverman, Jeannette M. Wing

Begriffe
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computational thinkingcomputational thinking, game-based learninggame-based learning, Lernenlearning, Motivationmotivation, Programmierenprogramming, Selbstreguliertes Lernen
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1982 local web  Mindstorms (Seymour Papert) 14, 28, 33, 5, 3, 6, 8, 5, 5, 6, 3, 330245135697
1986 local  Turtle geometry (Harold Abelson, Andrea DiSessa) 9, 9, 7, 10, 16, 8, 2, 1, 4, 2, 1, 11767359
2011 ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel) 16, 20, 32, 5, 1, 13, 14, 2, 6, 10, 3, 357385102821
2015 Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) 11, 9, 16, 14, 1, 1, 4, 3, 4, 2, 2, 2463358500
2017 local web  Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) 8, 8, 12, 14, 12, 16, 4, 4, 4, 3, 3, 3132096458
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
2006 local web  Computational Thinking (Jeannette M. Wing) 13, 18, 25, 4, 4, 4, 4, 3, 4, 4, 6, 617921121083
2009 local web  Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 13, 13, 19, 28, 3, 1, 4, 5, 4, 2, 2, 282288900
2011 local  Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 12, 12, 10, 9, 14, 19, 2, 5, 5, 3, 2, 2, 227105631
2015 local web  Dr. Scratch (Jesús Moreno-León, Gregorio Robles) 8, 7, 17, 10, 2, 1, 3, 4, 3, 1, 1, 112116263

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