scholarly journals Students Learning to Program by Developing Games: Results of a Year-long Project in Primary School Settings

10.28945/3893 ◽  
2017 ◽  
Vol 16 ◽  
pp. 475-505 ◽  
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Visual Programming ◽  
Target Group ◽  
Boolean Logic ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Solo Taxonomy ◽  
School Year

Aim/Purpose: The purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background: Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these benefits are still under debate, and the teaching of programming has a relatively undeveloped pedagogy. With this in mind, a project was designed and implemented, having constructionism as its theoretical framework. Also, Microsoft’s Kodu Game Lab was used for the development of students’ games. Methodology: The project lasted for almost a school year (fifty two-hour sessions) and the target group was fifth-grade students (ages 10-11). A total of 138 students participated, coming from five schools in Athens, Greece. Students were divided into three groups. While all groups worked in pairs, to the first there was no teachers’ guidance, to the second there was limited teachers’ guidance, and to the third, a combination of teacher-led and pair work was used. Each group developed three games of escalating complexity and a total of 207 games were analyzed. Data were collected by analyzing students’ games and with a short questionnaire. Contribution: The study contributes to the debate surrounding the pedagogy of computer game authoring as a tool for teaching programming. That is because few studies have examined the above in mainstream settings, having as a target group primary school students. Furthermore, the present study is in contrast to most studies which involved intensive research projects, since it lasted for almost a school year. Findings: It was found that the most commonly used programming concept was conditions, followed by variables and loops, while Boolean logic and functions were the least used ones. The most problematic concepts proved to be Boolean logic and loops, closely followed by functions. The least problematic concepts were conditions and variables. Also, the number of programming concepts that were used was increasing in each game, while the errors were decreasing. All in all, students’ final games fall into the relational level according to a modified version of the SOLO taxonomy. While the findings indicated that, as well as learning some basic programming concepts, students enjoyed the activity and demonstrated positive attitudes to learning programming by developing games; it was also found that the teaching method did not have any effect on the learning outcomes nor in their views for game authoring. Recommendations for Practitioners: Extended projects can be considered for teaching programming to primary school students, using visual programming tools that allow the development of games. The classes’ teachers can undertake the task to teach programming if they are properly trained. The SOLO taxonomy can be used for assessing students’ games. Future Research: Future studies can examine a variety of game-like programming environments and the target group can be older or younger students. The assessment of students’ games is also an interesting topic. Finally, research can be conducted by using other devices and compare the results.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

scholarly journals Empirical Research on the Cultivation of Primary School Students' Computational Thinking Based on Visual Programming——Take "Codemao" Platform Teaching as an Example

2021 ◽  
Vol 3 (3) ◽  
pp. 35
Author(s):  
Hongmei Wang
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Rapid Development ◽  
Computational Thinking ◽  
Visual Programming ◽  
Practice Research ◽  
Primary School Students ◽  
School Students ◽  
Thinking Ability ◽  
Contemporary Education

With the rapid development of science and technology, cultivating primary school students' computational thinking ability is one of the most important tasks in contemporary education. Visual programming is closely related to computational thinking. Based on expounding their connotations and characteristics, this paper first analyzes the problems existing in the training of primary school students' computational thinking, then further constructs the training mode of primary school students' computational thinking based on visual programming and conducts classroom teaching practice research, finally puts forward suggestions on the training of primary school students' computational thinking based on visual programming, and provides effective practical guidance for training primary school students' computational thinking ability, innovation and problem-solving ability.

scholarly journals JUSTIFICATION FOR HYGIENIC OPTIMIZATION OF PRIMARY SCHOOL STUDENTS' PHYSICAL EDUCATION ORGANIZATION BASED ON THE DIFFERENTIATED ASSESSMENT OF THEIR PHYSICAL FITNESS

2019 ◽  
pp. 14-19
Author(s):  
O.V. Morgachev
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Primary School ◽  
Sensitive Period ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Education Organization

We evaluated the physical fitness of 146 primary school students (68 boys and 78 girls) in the dynamics of the school year in order to substantiate the hygienic optimization of physical education organization based on a differentiated approach taking into account the sex of students. Results' analysis revealed that the age period of 8–9 years is a sensitive period for the development in children of speed, power, speed-strength and coordination body capabilities. It is shown that in order to increase the efficiency of physical education, it is advisable to conduct physical education classes differentially depending on the gender of the students.

scholarly journals PREPARE PRIMARY SCHOOL STUDENTS TO FACE THE TECHNOLOGICAL AGE: MATHEMATICAL CREATIVITY AND SPATIAL ABILITY

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Minanur Rohman
Keyword(s):  
Primary School ◽  
Spatial Ability ◽  
Computer Games ◽  
Mathematical Creativity ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Other Hand ◽  
And Mathematics

Technology and mathematics are two things that are interconnected and influence. Technology, such as computer games, can be used to describe abstract mathematical concepts so that they are more easily understood by students. Unfortunately, technology also has some undesirable impacts, such as causing students difficulties in developing their creativity to understand mathematical concepts. On the other hand, spatial ability gets less attention than educators when students are studying mathematics. This paper will discuss how teachers can help students develop their mathematical creativity and spatial ability.

scholarly journals PSYCHOPHYSIOLOGICAL STUDY OF PRIMARY SCHOOL STUDENTS DEPENDING ON GENDER IN THE DYNAMICS OF THE SCHOOL YEAR AND THE ACTIONS OF PARENTS TO MAINTAIN AND STRENGTHEN THE HEALTH

2021 ◽  
Vol 74 (5) ◽  
pp. 1086-1092
Author(s):  
Heorhiі M. Danylenko ◽  
Leonid V. Podrigalo ◽  
Olena H. Avdiievska ◽  
Iryna V. Redka ◽  
Oksana Ya. Mykhalchuk
Keyword(s):  
Primary School ◽  
Preventive Measures ◽  
Mental Capacity ◽  
Primary School Children ◽  
Primary School Students ◽  
Mental Performance ◽  
School Students ◽  
School Year ◽  
Significant Difference ◽  
School Week

The aim: Study of psychophysiological features of children depending on gender in the dynamics of the school year and the action of parents on preventive measures among primary school children Materials and methods: The study of biological adaptation of primary school students was conducted in two stages among second-graders (children 7-8 years) in the dynamics of the week and year. A total of 46 children (24 girls and 22 boys). The psychophysiological part of the study included electroencephalography (EEG) recording to assess the individual characteristics of the nervous system and determine mental performance. The next step was to determine mental performance, which is one of the important criteria for the health of schoolchildren, which characterizes the relationship between the functional state of the child’s body and learning load. The analysis of mental capacity was conducted at school with the permission of parents during the first school week and the last school week. Results: Based on the recorded EEG, the average values of the peak frequencies in each lead in the five ranges were calculated. When comparing the average values of indicators recorded in the modes of quiet wakefulness and mental load (mental account) at the beginning of the year, using a nonparametric criterion of signs revealed significant (p <0,05) differences between peak frequencies in the ranges β1 and β2 . The average peak frequency in the β1 range at rest (14.3 ± 0.5 Hz) is higher than during mental stress (13.8 ± 0.4 Hz). autonomy of regulation (p <0.01) in girls at the end of the school year is characterized by higher values. Analysis of data on the mental capacity of first-graders showed that the dynamics of the week among boys the number of traced signs increased from (120.5 ± 2.6) to (122.3 ± 4.8) signs, (p> 0.05) by the end of the week , and had the largest number of signs on Wednesday (127.4 ± 4.2) but had no significant difference Conclusions: Preventive measures such as sleep and rest, walks in the fresh air aimed at promoting health can be the same for both girls and boys, but more attention and control over the implementation of these measures should be paid to boys.

scholarly journals INFLUENCE OF COMPUTER GAMES AS A SOCIAL AND CULTURAL ENVIRONMENT ON THE PROCESS OF SOCIALIZATION OF YOUNGER PUPILS

2021 ◽  
Author(s):  
Gayane Harutyunyan ◽  
Gayane Avetisyan
Keyword(s):  
Primary School ◽  
School Children ◽  
Computer Games ◽  
Personal Development ◽  
Information Technologies ◽  
Primary School Children ◽  
Cultural Environment ◽  
Primary School Students ◽  
School Students ◽  
Computer Technologies

With the development of computer technologies and the expansion of the gaming market, the number of junior schoolchildren who are fond of computers and computer games is increasing. Information technologies, especially computer games, are changing the normal socio-cultural environment of primary school children. As a result of their obsession with computer games, primary school students begin to live in a new reality, in a new socio-cultural environment that directly affects their personal development and the processes of education and socialization.

scholarly journals Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Petros Paraskevaidis ◽  
Emmanuel Fokides
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Primary School ◽  
Pilot Project ◽  
Target Group ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Innovative Methods ◽  
Conventional Teaching

The study presents the results from a pilot project in which 360˚ videos were utilized for teaching students basic volleyball skills. The target group was thirty-six, eleven-to-twelve years-old primary school students, divided into two groups: the first was taught conventionally and the second using apps in which 360˚ videos were embedded. The project lasted for six two-teaching-hour sessions (three for each method), and data were collected using observation sheets and a questionnaire for recording students’ views regarding their experience. The data analysis confirmed that, compared with conventional teaching, 360˚ videos allowed students to perform better the skills that were examined. The participating students also thought that by viewing 360˚ videos they were more motivated to learn and that their experience was an enjoyable one. On the other hand, students did not consider the 360˚ videos as being useful in their learning. Given the lack of research in this field, the findings provide an initial indication of 360˚ videos’ potential in Physical Education. Then again, the results also point to the need of finding more innovative methods for integrating 360˚ videos in everyday teaching.

DEVELOPMENT OF ALGORITHMIC THINKING IN PRESCHOOL AND PRIMARY SCHOOL STUDENTS AT PROGRAMMING AND ROBOTICS CLASSES

2020 ◽  
pp. 59-64
Author(s):  
A. M. Kostyuk ◽  
S. S. Yarova
Keyword(s):  
Primary School ◽  
Object Oriented ◽  
Visual Programming ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Software And Hardware ◽  
Kids First ◽  
And Robotics ◽  
Algorithmic Thinking

The article considers the features of the continuous development of algorithmic thinking in preschoolers and primary school students at programming and robotics classes. The expediency of using various software and hardware tools for preschoolers and primary school students, such as Gigo Kids First Coding & Robotics, the freeware PictoMir, the LEGO Education WeDo robotic kit, and the object-oriented visual programming environment Scratch, is described. Practical tips for using these products are provided.

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