Learner Attitude, Educational Background, and Gender Influence on Knowledge Gain in a Serious Games-Enhanced Programming Course

Contribution: This research study deploys three serious games with various topics in an entry-level C Programming module and investigates students' learning outcomes. The study also explores whether learners belonging to different subgroups benefit more from the use of serious games than their...

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Veröffentlicht in:	IEEE transactions on education Jg. 64; H. 3; S. 308 - 316
Hauptverfasser:	Zhao, Dan, Muntean, Cristina Hava, Chis, Adriana E., Muntean, Gabriel-Miro
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	New York IEEE 01.08.2021 Institute of Electrical and Electronics Engineers, Inc The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Schlagworte:	Academic Achievement Academic Persistence Achievement Gains Attitudes Case Studies Colleges & universities Computer & video games Computer Assisted Instruction Computer Games Economic Development Education Educational Background Educational software Engineering profession Foreign Countries Game Based Learning Games Gender Gender Differences Information Technology Knowledge assessment Learning Learning Experience Modules Outcomes of Education Pilot Projects Pretests Posttests Programming Programming Languages Programming profession School Holding Power Serious games Statistical Significance STEM Education Student Attitudes Students Subgroups Teaching Methods Technical education technology-enhanced learning Undergraduate Students Urban areas Ireland (Dublin)
ISSN:	0018-9359, 1557-9638
Online-Zugang:	Volltext
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