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ERIC Number: EJ1196166
Record Type: Journal
Publication Date: 2018-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
Digital Story Design Activities Used for Teaching Programming Effect on Learning of Programming Concepts, Programming Self-Efficacy, and Participation and Analysis of Student Experiences
Yildiz Durak, Hatice
Journal of Computer Assisted Learning, v34 n6 p740-752 Dec 2018
The aim of this research is to determine the effects and experiences of the use of digital story design activities in teaching applications of programming on academic achievement, participation, and programming self-efficacy. In the study, which is designed through the mixed method, quasi-experimental design is used in the quantitative dimension. The study group of the research consists of 62 fifth-grade students in a secondary school. During the 10-week application process, the experimental group was engaged in digital story design activities in the programming learning process, and the learning process of the control group was carried out without any extra activity. As a result of the research, it is found that students' level of learning of programming concepts, programming self-efficacy, and level of participation in teaching process change significantly and more positively depending on experimental process. In addition, various suggestions for application and research are presented in the research.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A