An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses

The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for...

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Vydáno v:Interactive learning environments Ročník 25; číslo 3; s. 343 - 360
Hlavní autor: Pellas, Nikolaos
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 03.04.2017
Taylor & Francis Ltd
Témata:
Affordances
Blended Learning
Cognitive Processes
Communities of Practice
Computer Games
Computer Science Education
Computer Simulation
Constructionism
Constructivism (Learning)
Correlation
Educational Benefits
Educational Games
Educational Indicators
Foreign Countries
High School Students
Instructional Design
Interactive learning
Introductory Courses
Learning Activities
Learning Processes
Likert Scales
open Sim
Outcomes of Education
Programming Languages
Questionnaires
Scratch4OS
secondary education
Secondary schools
Statistical Analysis
Statistical Significance
Virtual communities
virtual community of inquiry
Greece
ISSN:1049-4820, 1744-5191
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Popis
Shrnutí:The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for the beneficial formalization of a virtual community, by utilizing a CoI model which consisted of 81 high school students and (b) the results of linear correlations to amplify the interrelationships among presence indicators (cognitive, social, and teaching) of a CoI model to learn basic programming concepts via a 3D multi-user game-like environment underpinned by Papert's theory of constructionism. The findings indicated that social presence (communication and cohesiveness of a group) had not only a direct correlation with the cognitive presence (learning process for the construction of knowledge), but also had a positive association with teaching presence (organization, planning, and guidance of learning activities), reinforcing them as well.
Bibliografie:SourceType-Scholarly Journals-1
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ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2015.1127819