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Applying Board Games in Learning Programming for Elementary School Students
This research explores the impact of using board games in programming teaching on the learning achievements and attitudes of elementary school students. The research employs quasi-experimental design method, the research participants were 58 students in fourth grade with two classes at a public elementary school in Taipei City. One class with 29 students is an experimental group, using “Coding Ocean” board games for programming teaching. Another class with 29 students is the control group, using visual programming to design teaching and the activities on the “code.org” website to design teaching contents. The experiment lasted for eight weeks. The data collection and analyzation include achievement tests, attitude questionnaires, teacher classroom observations, and learning history. The results of the research show that the teaching of board game programming helps students learn basic programming concepts (such as loops), but there is no significant difference between the two groups in the learning of complex programming concepts (such as debugging plus loops). The reason is that board game teaching is not suitable for complex mixed teaching topics. In addition, there was no significant difference in learning attitude between the two groups of students. It is recommended that the future application of board games in programming teaching should: (1) plan extra time for students to familiarize themselves with board game activities (2) add time for students to share and discuss (3) provide group leader training and reference answers.
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