Using Scratch as game-based learning tool to reduce learning anxiety in programming course
Wen-Yuan Wu, National Cheng Kung University, Taiwan ; Chih-Kai Chang, Yu-Ying He, National University of Tainan, Taiwan
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
This study explores the relationships among learning achievement, learning anxiety, and computer programming language for novices by using visual programming language, such as Scratch, for remedial instructions. The subjects (n=45) were freshman who took the C++ programming design course. “Anxiety of Learning Computer Programming” and “Playfulness and Enjoyment of Learning Computer Programming” questionnaires were used as the survey tools. The collected data was analyzed by descriptive statistics and the semi-structured interview. The experimental results show that the remedial instruction of using Scratch can reduce student's computer programming anxiety, and keep student's learning motivation of computer programming. The remedial instructions can improve learning achievement, especially for students with lower performance (n=12). Consequently, using Scratch for remedial instruction is recommended for instructors of computer programming.
Wu, W.Y., Chang, C.K. & He, Y.Y. (2010). Using Scratch as game-based learning tool to reduce learning anxiety in programming course. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 1845-1852). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)