Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming

Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet, there is a consensus that CS has serious conundrums particularly in attracting students, low motivation for learning computer programming an...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	IEEE access Jg. 8; S. 1
1. Verfasser:	Kazimoglu, Cagin
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Piscataway IEEE 01.01.2020 The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Schlagworte:	Computational thinking Computer & video games Computer languages Computer programming Confidence Decision making Education Educational software game-based learning Games gamification Impact analysis Learning Motivation Programming profession serious games Skills Students Syntactics video game design Visualization
ISSN:	2169-3536, 2169-3536
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Abstract	Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet, there is a consensus that CS has serious conundrums particularly in attracting students, low motivation for learning computer programming and developing computational thinking (CT) skills. New motivational methods are needed to take the attention of students and adapt to their learning patterns as how people learn have changed drastically over the last two decades. To address these issues, video games and video game-based tools are proposed as a primary approach for motivating and supporting students in developing their skills in CT and support their learning of introductory programming. This research is concerned with the capture of statistical evidence on the educational effectiveness of playing a serious game specifically designed to enhance the development of CT skills to facilitate learning introductory computer programming. A total of 190 students were invited to participate in a quasi-experimental pre-post study for the purpose of analyzing the impact of an adhoc game to students' confidence in learning programming constructs and using their skills in CT. All students were studying a CS degree at the time and they were all registered to a first-year computer programming course. 151 out of 190 students successfully completed the study and the findings suggest that a) the intrinsic motivation to learn programming; b) students' perception of their knowledge and their tangible knowledge in key programming constructs (i.e. programming sequence, methods, decision making and loops); and c) students' confidence in using their CT skills were all statistically and significantly improved after playing the game. Additionally, students perceived computer programming significantly less difficult in their post study responses when compared to their pre study responses.
AbstractList	Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet, there is a consensus that CS has serious conundrums particularly in attracting students, low motivation for learning computer programming and developing computational thinking (CT) skills. New motivational methods are needed to take the attention of students and adapt to their learning patterns as how people learn have changed drastically over the last two decades. To address these issues, video games and video game-based tools are proposed as a primary approach for motivating and supporting students in developing their skills in CT and support their learning of introductory programming. This research is concerned with the capture of statistical evidence on the educational effectiveness of playing a serious game specifically designed to enhance the development of CT skills to facilitate learning introductory computer programming. A total of 190 students were invited to participate in a quasi-experimental pre-post study for the purpose of analyzing the impact of an adhoc game on students' confidence in learning programming constructs and using their skills in CT. All students were studying a CS degree at the time and they were all registered to a first-year computer programming course. 151 out of 190 students successfully completed the study and the findings suggest that a) the intrinsic motivation to learn programming; b) students' perception of their knowledge and their tangible knowledge in key programming constructs (i.e. programming sequence, methods, decision making and loops); and c) students' confidence in using their CT skills were all statistically and significantly improved after playing the game. Additionally, students perceived computer programming significantly less difficult in their post study responses when compared to their pre study responses. Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet, there is a consensus that CS has serious conundrums particularly in attracting students, low motivation for learning computer programming and developing computational thinking (CT) skills. New motivational methods are needed to take the attention of students and adapt to their learning patterns as how people learn have changed drastically over the last two decades. To address these issues, video games and video game-based tools are proposed as a primary approach for motivating and supporting students in developing their skills in CT and support their learning of introductory programming. This research is concerned with the capture of statistical evidence on the educational effectiveness of playing a serious game specifically designed to enhance the development of CT skills to facilitate learning introductory computer programming. A total of 190 students were invited to participate in a quasi-experimental pre-post study for the purpose of analyzing the impact of an adhoc game to students' confidence in learning programming constructs and using their skills in CT. All students were studying a CS degree at the time and they were all registered to a first-year computer programming course. 151 out of 190 students successfully completed the study and the findings suggest that a) the intrinsic motivation to learn programming; b) students' perception of their knowledge and their tangible knowledge in key programming constructs (i.e. programming sequence, methods, decision making and loops); and c) students' confidence in using their CT skills were all statistically and significantly improved after playing the game. Additionally, students perceived computer programming significantly less difficult in their post study responses when compared to their pre study responses.
Author	Kazimoglu, Cagin
Author_xml	– sequence: 1 givenname: Cagin surname: Kazimoglu fullname: Kazimoglu, Cagin organization: Faculty of Engineering, Cyprus International University, Nicosia, Cyprus. (e-mail: cagin.kazimoglu@gmail.com)
BookMark	eNqFkc1q3DAUhU1JoWmaJ8hG0PVM9GPLcnfDMG0CgS7SrsW1fD3RxJamkhyYd8nDVo5DWrqpEEh83HMO0vlYnDnvsCiuGF0zRpvrzXa7u79fc8rpWtBS8Fq9K845k81KVEKe_XX_UFzGeKB5qYyq-rx43rkHcMa6PTHe9bZDZ5BYR6a4sPE4JUjWOxhIerDuccbx0Q5DJE8WyHGA04yARAzWT5HsYcQvZEMMRCQxTd2JJJ8tTcCZjD7ZpxfHOWZACO5PEgZyDH4fYBwz_FS872GIePl6XhQ_v-5-bG9Wd9-_3W43dytT1iqtuOxQtayq6ratAIURPTLgjanzO-uyqSWylrcGDOOdQaMAOs5MK6o8ISgTF8Xt4tt5OOhjsCOEk_Zg9QvwYa8hJGsG1J2SRraylzVnpVCqVUwwSREp0laWMnt9XrzyO35NGJM--Cnk34ualzVrWNlUKk-JZcoEH2PA_i2VUT23qpdW9dyqfm01q5p_VMYu5aQAdviP9mrRWkR8S2u4kiLv39UytTM
CODEN	IAECCG
CitedBy_id	crossref_primary_10_1186_s41239_022_00369_z crossref_primary_10_1007_s40692_023_00284_w crossref_primary_10_1186_s40594_023_00447_2 crossref_primary_10_1002_acp_4029 crossref_primary_10_5753_rbie_2025_4877 crossref_primary_10_1177_07356331221100740 crossref_primary_10_3390_su151612494 crossref_primary_10_1108_ITSE_09_2023_0182 crossref_primary_10_1177_07356331231180951 crossref_primary_10_1007_s11042_024_19805_5 crossref_primary_10_1080_1359432X_2024_2412360 crossref_primary_10_1109_TG_2022_3143701 crossref_primary_10_1016_j_procs_2024_10_256 crossref_primary_10_1111_jcal_70017 crossref_primary_10_3390_computers13040091 crossref_primary_10_3390_computers14040122 crossref_primary_10_1007_s10639_024_13107_x crossref_primary_10_1080_02635143_2025_2547925 crossref_primary_10_1177_07356331231178948 crossref_primary_10_1016_j_tsc_2024_101542 crossref_primary_10_30935_cedtech_12863 crossref_primary_10_1016_j_ijhcs_2022_102854 crossref_primary_10_1080_10494820_2023_2223239 crossref_primary_10_3390_digital4010002
Cites_doi	10.1198/000313001753272466 10.1016/j.chb.2017.01.047 10.1145/2462476.2466518 10.1016/j.compedu.2011.04.002 10.1145/1953163.1953241 10.1007/978-981-13-6528-7_14 10.1007/s10639-015-9412-6 10.1145/1539024.1508980 10.1007/s10639-016-9538-1 10.1109/ICSMC.2012.6378001 10.1016/j.compedu.2016.01.010 10.1145/1041624.1041673 10.1504/IJSHC.2009.031002 10.1145/1272848.1272879 10.1016/j.sbspro.2015.04.224 10.1016/j.chb.2017.09.025 10.1145/3337722.3337768 10.1145/2787622.2787709 10.1109/TE.2010.2064315 10.1109/EDUNINE.2019.8875849 10.1016/j.compedu.2019.103633 10.1145/366413.364581 10.4018/IJGBL.2016010101 10.1016/j.procs.2012.04.056 10.1145/2676723.2677258 10.1007/BF00191473 10.1007/978-3-319-41713-4_49 10.1155/2012/103710 10.1080/00461520.2015.1124022 10.1145/1151588.1151604 10.1145/3324888 10.1073/pnas.42.1.43 10.1109/TE.2018.2864133 10.1155/2013/136864 10.1016/j.chb.2013.06.013 10.4018/AGBL 10.1111/j.1467-8659.2010.01829.x 10.1016/j.sbspro.2012.06.938 10.1145/1999747.1999796 10.1145/1083431.1083474 10.1016/j.chb.2017.08.017 10.1142/q0054 10.1016/j.compedu.2018.07.004 10.1007/978-3-319-24258-3_2 10.1145/1113847.1113886 10.1145/2591708.2591749 10.1109/VLHCC.2014.6883051 10.1145/2016911.2016934 10.11120/ital.2011.10010078 10.1007/978-3-642-23456-9_39 10.1348/000709905X52210 10.4018/ijgbl.2011070103 10.1016/j.compedu.2018.01.011 10.15388/ioi.2016.03 10.1016/j.compedu.2015.03.015 10.1145/1867651.1867689 10.1145/572133.572137 10.1145/2700517 10.1109/EDUCON.2017.7942991 10.1145/2729094.2742586 10.1016/j.compedu.2013.07.023 10.1016/j.ijcci.2014.06.003 10.1145/1539024.1508923 10.1098/rsta.2008.0118 10.1145/2492007.2492020 10.1007/s11528-018-0292-7 10.1145/567067.567069 10.1109/FIE.2014.7044114 10.1145/1822090.1822126 10.1109/ICALT.2014.118 10.1145/2677087 10.28945/1201 10.1109/iTAG.2014.15 10.1145/1227310.1227352 10.1145/1118178.1118215 10.1145/2047594.2047612 10.1145/2684721.2684736
ContentType	Journal Article
Copyright	Copyright The Institute of Electrical and Electronics Engineers, Inc. (IEEE) 2020
Copyright_xml	– notice: Copyright The Institute of Electrical and Electronics Engineers, Inc. (IEEE) 2020
DBID	97E ESBDL RIA RIE AAYXX CITATION 7SC 7SP 7SR 8BQ 8FD JG9 JQ2 L7M L~C L~D DOA
DOI	10.1109/ACCESS.2020.3043278
DatabaseName	IEEE Xplore (IEEE) Open Access资源_IEL Journals IEEE All-Society Periodicals Package (ASPP) 1998–Present IEEE Electronic Library (IEL) CrossRef Computer and Information Systems Abstracts Electronics & Communications Abstracts Engineered Materials Abstracts METADEX Technology Research Database Materials Research Database ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional DOAJ Directory of Open Access Journals
DatabaseTitle	CrossRef Materials Research Database Engineered Materials Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Electronics & Communications Abstracts ProQuest Computer Science Collection Computer and Information Systems Abstracts Advanced Technologies Database with Aerospace METADEX Computer and Information Systems Abstracts Professional
DatabaseTitleList	Materials Research Database
Database_xml	– sequence: 1 dbid: DOA name: DOAJ Directory of Open Access Journals url: https://www.doaj.org/ sourceTypes: Open Website – sequence: 2 dbid: RIE name: IEEE Electronic Library (IEL) url: https://ieeexplore.ieee.org/ sourceTypes: Publisher
DeliveryMethod	fulltext_linktorsrc
Discipline	Engineering Education
EISSN	2169-3536
EndPage	1
ExternalDocumentID	oai_doaj_org_article_d86c6b6f67214388b813160ee0e0b646 10_1109_ACCESS_2020_3043278 9286386
Genre	orig-research
GroupedDBID	0R~ 5VS 6IK 97E AAJGR ABAZT ABVLG ACGFS ADBBV ALMA_UNASSIGNED_HOLDINGS BCNDV BEFXN BFFAM BGNUA BKEBE BPEOZ EBS ESBDL GROUPED_DOAJ IPLJI JAVBF KQ8 M43 M~E O9- OCL OK1 RIA RIE RNS 4.4 AAYXX AGSQL CITATION EJD 7SC 7SP 7SR 8BQ 8FD JG9 JQ2 L7M L~C L~D
ID	FETCH-LOGICAL-c478t-26de8b1557bb5ae3c3fe1a29c700874976e1b2bcac12dcec8aad21cb35c703013
IEDL.DBID	RIE
ISICitedReferencesCount	33
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000600842500001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	2169-3536
IngestDate	Fri Oct 03 12:46:05 EDT 2025 Mon Jun 30 06:16:56 EDT 2025 Tue Nov 18 21:22:39 EST 2025 Sat Nov 29 04:14:33 EST 2025 Wed Aug 27 02:33:44 EDT 2025
IsDoiOpenAccess	true
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Language	English
License	https://creativecommons.org/licenses/by/4.0/legalcode
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c478t-26de8b1557bb5ae3c3fe1a29c700874976e1b2bcac12dcec8aad21cb35c703013
Notes	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ORCID	0000-0002-3313-6137
OpenAccessLink	https://ieeexplore.ieee.org/document/9286386
PQID	2471914958
PQPubID	4845423
PageCount	1
ParticipantIDs	ieee_primary_9286386 crossref_primary_10_1109_ACCESS_2020_3043278 doaj_primary_oai_doaj_org_article_d86c6b6f67214388b813160ee0e0b646 proquest_journals_2471914958 crossref_citationtrail_10_1109_ACCESS_2020_3043278
PublicationCentury	2000
PublicationDate	2020-01-01
PublicationDateYYYYMMDD	2020-01-01
PublicationDate_xml	– month: 01 year: 2020 text: 2020-01-01 day: 01
PublicationDecade	2020
PublicationPlace	Piscataway
PublicationPlace_xml	– name: Piscataway
PublicationTitle	IEEE access
PublicationTitleAbbrev	Access
PublicationYear	2020
Publisher	IEEE The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher_xml	– name: IEEE – name: The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
References	ref57 ref56 ref59 ref52 ref55 ref54 balmes (ref97) 2017; 4 ref51 ref50 ref45 ref48 ref47 ref42 ref41 ref44 ref43 (ref1) 2018 ref49 ref8 ref7 ref9 ref4 ref3 ref6 ref5 ref40 ref35 ref34 ref37 ref36 ref31 ref30 ref33 ref32 ref39 ref38 (ref83) 2015 (ref73) 2013 ref24 ref23 ref25 ref20 ref22 (ref79) 2008 ref21 campbell (ref84) 1966; 47 ref28 ref29 qualls (ref92) 2010; 25 (ref26) 2020 ref13 ref12 ref15 ref14 ref11 (ref68) 2001 ref98 ref10 ref17 ref16 ref19 ref18 michaelson (ref53) 2015; 5 ref93 (ref27) 2020 ref95 ref94 ref91 ref89 (ref82) 2009 ref86 ref85 ref88 ref87 white (ref96) 2003; 14 kazimoglu (ref46) 2013 ref78 ref75 ref77 ref76 ref2 (ref74) 2014 (ref70) 2007 ref71 ref67 ref69 (ref80) 2020 ref64 ref63 ref66 ref65 moreno-león (ref58) 2015; 46 weintrop (ref72) 2013 chen (ref90) 2018 ref60 ref62 (ref81) 2008 ref61
References_xml	– ident: ref88 doi: 10.1198/000313001753272466 – ident: ref4 doi: 10.1016/j.chb.2017.01.047 – ident: ref71 doi: 10.1145/2462476.2466518 – ident: ref17 doi: 10.1016/j.compedu.2011.04.002 – volume: 4 start-page: 85 year: 2017 ident: ref97 article-title: Correlation of mathematical ability and programming ability of the computer science students publication-title: Asia Pacific J Educ Arts Sci – ident: ref52 doi: 10.1145/1953163.1953241 – year: 2018 ident: ref1 publication-title: Higher Education Statistics Agency – ident: ref34 doi: 10.1007/978-981-13-6528-7_14 – ident: ref12 doi: 10.1007/s10639-015-9412-6 – ident: ref69 doi: 10.1145/1539024.1508980 – start-page: 736 year: 2013 ident: ref72 article-title: Robobuilder: A computational thinking game publication-title: Proc SIGCSE – ident: ref5 doi: 10.1007/s10639-016-9538-1 – ident: ref39 doi: 10.1109/ICSMC.2012.6378001 – ident: ref25 doi: 10.1016/j.compedu.2016.01.010 – ident: ref8 doi: 10.1145/1041624.1041673 – ident: ref45 doi: 10.1504/IJSHC.2009.031002 – ident: ref14 doi: 10.1145/1272848.1272879 – year: 2001 ident: ref68 publication-title: Robocode – volume: 5 start-page: 51 year: 2015 ident: ref53 article-title: Teaching programming with computational and informational thinking publication-title: Journal of Pedagogic Development – ident: ref20 doi: 10.1016/j.sbspro.2015.04.224 – volume: 25 start-page: 66 year: 2010 ident: ref92 article-title: Why computational thinking should be integrated into the curriculum publication-title: J Comput Sci Coll – year: 2020 ident: ref27 publication-title: Alice – year: 2020 ident: ref80 publication-title: Program Your Robot Game-Play – ident: ref59 doi: 10.1016/j.chb.2017.09.025 – ident: ref37 doi: 10.1145/3337722.3337768 – ident: ref44 doi: 10.1145/2787622.2787709 – ident: ref31 doi: 10.1109/TE.2010.2064315 – year: 2020 ident: ref26 publication-title: Scratch – ident: ref98 doi: 10.1109/EDUNINE.2019.8875849 – ident: ref64 doi: 10.1016/j.compedu.2019.103633 – ident: ref95 doi: 10.1145/366413.364581 – ident: ref57 doi: 10.4018/IJGBL.2016010101 – ident: ref75 doi: 10.1016/j.procs.2012.04.056 – ident: ref11 doi: 10.1145/2676723.2677258 – ident: ref49 doi: 10.1007/BF00191473 – ident: ref94 doi: 10.1007/978-3-319-41713-4_49 – ident: ref32 doi: 10.1155/2012/103710 – volume: 47 start-page: 1 year: 1966 ident: ref84 article-title: Experimental and quasi-experimental designs for research, rand MC publication-title: Nally Coll Publ Chicago – ident: ref22 doi: 10.1080/00461520.2015.1124022 – ident: ref9 doi: 10.1145/1151588.1151604 – ident: ref43 doi: 10.1145/3324888 – ident: ref89 doi: 10.1073/pnas.42.1.43 – start-page: 1439 year: 2018 ident: ref90 article-title: Student learning of computational thinking in a robotics curriculum: Transferrable skills and relevant factors publication-title: Proc Int Soc Learn Sci (ISLS) – ident: ref6 doi: 10.1109/TE.2018.2864133 – ident: ref36 doi: 10.1155/2013/136864 – ident: ref41 doi: 10.1016/j.chb.2013.06.013 – ident: ref38 doi: 10.4018/AGBL – ident: ref62 doi: 10.1111/j.1467-8659.2010.01829.x – ident: ref35 doi: 10.1016/j.sbspro.2012.06.938 – ident: ref66 doi: 10.1145/1999747.1999796 – year: 2009 ident: ref82 publication-title: Tinker – ident: ref2 doi: 10.1145/1083431.1083474 – ident: ref28 doi: 10.1016/j.chb.2017.08.017 – ident: ref54 doi: 10.1142/q0054 – ident: ref86 doi: 10.1016/j.compedu.2018.07.004 – ident: ref29 doi: 10.1007/978-3-319-24258-3_2 – ident: ref47 doi: 10.1145/1113847.1113886 – volume: 14 start-page: 409 year: 2003 ident: ref96 article-title: An empirical investigation of the relationship between success in mathematics and visual programming courses publication-title: J Inf Syst Educ – ident: ref3 doi: 10.1145/2591708.2591749 – ident: ref91 doi: 10.1109/VLHCC.2014.6883051 – ident: ref76 doi: 10.1145/2016911.2016934 – ident: ref16 doi: 10.11120/ital.2011.10010078 – ident: ref55 doi: 10.1007/978-3-642-23456-9_39 – year: 2013 ident: ref46 article-title: Empirical evidence that proves a serious game is an educationally effective tool for learning computer programming constructs at the computational thinking level – ident: ref87 doi: 10.1348/000709905X52210 – year: 2013 ident: ref73 publication-title: Code Combat – ident: ref78 doi: 10.4018/ijgbl.2011070103 – ident: ref30 doi: 10.1016/j.compedu.2018.01.011 – year: 2008 ident: ref81 publication-title: Lightbot – ident: ref21 doi: 10.15388/ioi.2016.03 – ident: ref77 doi: 10.1016/j.compedu.2015.03.015 – ident: ref85 doi: 10.1145/1867651.1867689 – ident: ref7 doi: 10.1145/572133.572137 – ident: ref65 doi: 10.1145/2700517 – ident: ref33 doi: 10.1109/EDUCON.2017.7942991 – year: 2015 ident: ref83 publication-title: Robozzle – ident: ref42 doi: 10.1145/2729094.2742586 – ident: ref40 doi: 10.1016/j.compedu.2013.07.023 – ident: ref23 doi: 10.1016/j.ijcci.2014.06.003 – ident: ref18 doi: 10.1145/1539024.1508923 – ident: ref51 doi: 10.1098/rsta.2008.0118 – ident: ref15 doi: 10.1145/2492007.2492020 – year: 2007 ident: ref70 publication-title: Colobot – ident: ref24 doi: 10.1007/s11528-018-0292-7 – ident: ref13 doi: 10.1145/567067.567069 – volume: 46 start-page: 1 year: 2015 ident: ref58 article-title: Dr. Scratch: Automatic analysis of scratch projects to assess and foster computational thinking publication-title: RED Rev Educ Distancia – ident: ref63 doi: 10.1109/FIE.2014.7044114 – ident: ref93 doi: 10.1145/1822090.1822126 – ident: ref61 doi: 10.1109/ICALT.2014.118 – year: 2008 ident: ref79 publication-title: Adoba AIR – ident: ref10 doi: 10.1145/2677087 – year: 2014 ident: ref74 publication-title: Code Spells – ident: ref19 doi: 10.28945/1201 – ident: ref56 doi: 10.1109/iTAG.2014.15 – ident: ref67 doi: 10.1145/1227310.1227352 – ident: ref50 doi: 10.1145/1118178.1118215 – ident: ref60 doi: 10.1145/2047594.2047612 – ident: ref48 doi: 10.1145/2684721.2684736
SSID	ssj0000816957
Score	2.370848
Snippet	Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet,... Computer Science (CS) is a profession that positively impacts every single area of society without which today’s world would come to a complete halt. Yet,...
SourceID	doaj proquest crossref ieee
SourceType	Open Website Aggregation Database Enrichment Source Index Database Publisher
StartPage	1
SubjectTerms	Computational thinking Computer & video games Computer languages Computer programming Confidence Decision making Education Educational software game-based learning Games gamification Impact analysis Learning Motivation Programming profession serious games Skills Students Syntactics video game design Visualization
SummonAdditionalLinks	– databaseName: DOAJ Directory of Open Access Journals dbid: DOA link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3BjtMwELXQigMcELAgCguaA0eije3EsbmVahcOsKoESHuzbGcCFd101XZX4l_4WDy2W1VCggtXy4ljz2TGM5p5j7HXRmk3aB-q4LyoGuNl5Zt-qDRHOfSauLhTo_DH7uJCX16a-QHVF9WEZXjgfHCnvVZBeTWoGKo0UmuvueSqRqyx9qpJYNt1Zw6CqWSDNVem7QrMEK_N6XQ2izuKAaGIcSrh0BGx2oErSoj9hWLlD7ucnM35Q_ag3BJhmr_uEbuD42N2_wA78Jj9Ohu_E1bG-A2oay9zg8JihFQEAJmtoWT6gNg5KScOn38slssN3C4czJeOWpzAAWXIVjcbeO-u8C1MYRY9G1CB4U_YriBaECpcR_i0p0KjZQow624lXMM8l3pdxcEn7Ov52ZfZh6pQLVSh6fS2EqpH7ePdovO-dSiDHJA7YUJHmHVNvLMg98IHF7joAwbtXC948LINZDK4fMqOxtWIzxhI3WHfch9lFaMhoXztB6faXso6YNvjhIndqdtQcMiJDmNpUzxSG5tFZUlUtohqwt7sH7rOMBx_n_6OxLmfShjaaSBqli2aZf-lWRN2TMqwf4kROhqrOHyyUw5b_veNFdHHGwo29fP_sfQLdo-2k1M9J-xou77Bl-xuuN0uNutXSdV_A2KZAMA priority: 102 providerName: Directory of Open Access Journals
Title	Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming
URI	https://ieeexplore.ieee.org/document/9286386 https://www.proquest.com/docview/2471914958 https://doaj.org/article/d86c6b6f67214388b813160ee0e0b646
Volume	8
WOSCitedRecordID	wos000600842500001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVAON databaseName: DOAJ Directory of Open Access Journals customDbUrl: eissn: 2169-3536 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0000816957 issn: 2169-3536 databaseCode: DOA dateStart: 20130101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals – providerCode: PRVHPJ databaseName: ROAD: Directory of Open Access Scholarly Resources customDbUrl: eissn: 2169-3536 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0000816957 issn: 2169-3536 databaseCode: M~E dateStart: 20130101 isFulltext: true titleUrlDefault: https://road.issn.org providerName: ISSN International Centre
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwlV1Lb9QwELbaigMceLSgbimVDxwbGtuJY3NbVltxgIoDSL1FfkzaFbvZapPtkV_SH4vH8UaVQEhcosjyK5qxPTMZfx8h77VUplHWZc5YnhXaiswWvskUA9F4hVzc8aLwl-rqSl1f62975Hy8CwMAMfkMPuBr_Jfv126LobILzVVQF7lP9qtKDne1xngKEkjoskrAQizXF9PZLHxDcAF58EwReQ6p1B4dPhGjP5Gq_LETx-Pl8sX_TewleZ7MSDod5P6K7EF7iAzMKVvjkDx7BDR4RB7m7S0Ca7Q3NPi_zUAkShctxbR3LENqhxQWpP3twKdAu5-L5bKj9wtD75YG70NRQ1Fl19uO3pgVfKRT6sIxSCNILe3XoUu0QkPJauRNw2ESN8VuJNjQlBe2CoWvyY_L-ffZ5yzxMmSuqFSfcelB2WCIVNaWBoQTDTDDtasQ4K4IBg4wy60zjnHvwCljPGfOitLh_sLEG3LQrls4JlSoCnzJrFAquE5c2tw2RpZeiNxB6WFC-E5gtUug5cidsayj85LrepByjVKuk5Qn5HxsdDdgdvy7-ifUhLEqAm7HgiDiOq3f2ivppJWNDB5zEWZrFRNM5gA55FYWckKOUC3GTpJGTMjpTq_qtDl0NQ8GgUbPVJ38vdVb8hQnOER6TslBv9nCO_LE3feLbnMWwwbh-fXX_Cyugd8JHAaw
linkProvider	IEEE
linkToHtml	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwlV1Lb9QwELZKQQIOPFoQCwV84NjQ2E4ch9t21aqIZcWhSL1ZfkzaFbvZapPtr-HH4km8USWqSr1Fo_gRzdiecWa-j5AvpVSmUtYlzlieZKUVic18lSgGovIKubi7QuFpMZupi4vy1w45HGphAKBLPoOv-Nj9y_crt8GrsqOSq2Au8hF5jMxZsVpruFFBCokyLyK0EEvLo_FkEr4iBIE8xKaIPYdkareOnw6lP9Kq_LcXdwfM6cuHTe0VeREdSTruNf-a7EC9hxzMMV9jjzy_BTW4T_6e1FcIrVFf0hABVz2VKJ3XFBPfUYbkDvFikLZXPaMCbf7MF4uG3swNvV4YrIiihqLRrjYNvTRL-EbH1IWDkHYwtbRdhS7RDw2S5cCchsNEdortSLCmMTNsGYRvyO_Tk_PJWRKZGRKXFapNuPSgbHBFCmtzA8KJCpjhpSsQ4i4LLg4wy60zjnHvwCljPGfOitzhDsPEW7Jbr2p4R6hQBficWaFUCJ64tKmtjMy9EKmD3MOI8K3CtIuw5ciesdBd-JKWuteyRi3rqOURORwaXfeoHfe_foyWMLyKkNudIKhYxxWsvZJOWlnJEDNnYbZWMcFkCpBCamUmR2QfzWLoJFrEiBxs7UrH7aHRPLgEJcam6v3drT6Tp2fnP6d6-n324wN5hpPt730OyG673sBH8sTdtPNm_albA_8Ac08H0w
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Enhancing+Confidence+in+Using+Computational+Thinking+Skills+via+Playing+a+Serious+Game%3A+A+Case+Study+to+Increase+Motivation+in+Learning+Computer+Programming&rft.jtitle=IEEE+access&rft.au=Cagin+Kazimoglu&rft.date=2020-01-01&rft.pub=The+Institute+of+Electrical+and+Electronics+Engineers%2C+Inc.+%28IEEE%29&rft.eissn=2169-3536&rft.volume=8&rft.spage=221831&rft_id=info:doi/10.1109%2FACCESS.2020.3043278&rft.externalDBID=NO_FULL_TEXT
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2169-3536&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2169-3536&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2169-3536&client=summon