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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Bibliographic Details
Published in:Interactive learning environments Vol. 25; no. 3; pp. 343 - 360
Main Author: Pellas, Nikolaos
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.04.2017
Taylor & Francis Ltd
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2015.1127819