The effects of goal-based scenarios used for programming education of 5th graders

ABSTRACT

The aim of this study is to investigate the effects of the integration of goal-based scenario (GBS) approach into a block-based coding instruction. Scratch platform was used to find out the effects of GBSs on programming skills of students, who did not have any programming experience. GBSs were used during practice and the development in students’ weekly products was examined. This study was designed on the basis of mixed methodology. The quasi-experimental part includes experimental and control groups. The groups received the same lecture by the same lecturer, but in the laboratory sessions the practicing approach was designed separately. The experimental group received GBS integrated tasks. The scenario flow of each week occurred through an existing character. The students completed 10 products during one semester. The scores of students’ weekly products, observation notes of the researchers, pre and post-test scores, and interview data were analyzed and used in a complimentary manner. The analyses showed that GBS integration significantly affected the knowledge and skill improvement in block-based programming. The knowncontributions of block-based tools were also observed, but the realistic nature of GBSs contributed the programming instruction in the affective dimension. They served as tools for motivation, scaffolding, and monitoring.

KEYWORDS:

• Goal-based scenario
• programming pedagogy
• programming education
• visual programming
• block-based programming

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emine Kandin

Emine Kandin received his bachelor's degree in Computer Education and Instructional Technology from Ondokuz Mayıs Iniversity Turkey, and then earned her master’s degree at the same department. She recently worked as an IT teacher at the Turkish Ministry of National Education. She is also a PhD student at Gazi University, Ankara, Turkey.

Emine Şendurur

Emine Sendurur received her PhD in Computer Education and Instructional Technology from Middle East Technical University, Turkey, in 2012. In 2005, she was hired as a research assistant in the same department. After completing her PhD, she worked as an instructor in the Computer Programming department. She recently worked as an associate professor in Computer Education and Instructional Technologies department at Ondokuz Mayıs University, Turkey. She teaches courses including instructional design, computer science, learning theories, Internet-based programming and human–computer interaction. Her main research interests include user experience, informal learning, social networking sites, cognitive load theory, instructional message design, and eye-tracking methodology.