How do different cognitive styles affect learning programming? Insights from a game-based approach in Greek schools
Authors: Theodoropoulos, Anastasios 
Antoniou, Angeliki 
Lepouras, George 
Publisher: ACM
Issue Date: 29-Sep-2016
Journal: ACM Transactions on Computing Education 
Volume: 17
Issue: 1
Keywords: Cognitive style, CS education, Digital game-based learning, Hour of code, Secondary education
Abstract: 
Is there any relationship between students' cognitive style and the ability to learn programming through serious games? The aim of this work is to assess the learning effectiveness and motivational appeal of digital games for learning basic programming concepts, involving secondary education students. For this purpose, the Code.org®'s activity named K-8 Intro to Computer Science was used. The study investigated students' attitudes from gaming activities to reveal the quality of their learning experience. Next, students' attitudes from games were correlated with their cognitive profile to reveal potential differences. Finally, students' performance from the digital games was assessed to reveal game-based learning (GBL) effectiveness compared to their cognitive styles. In the study, 77 students of two Greek high schools participated in the context of the European Code Week. The results suggest that these specific games, or similar educational computer games, can be exploited as effective and motivational learning environments within schools, as they provide a high-quality learning experience. Cognitive style was found to be a significant learning characteristic that should be taken into consideration when using digital games to learn programming.
ISSN: 19466226
DOI: 10.1145/2940330
URI: https://uniwacris.uniwa.gr/handle/3000/704
Type: Article
Department: Department of Archival, Library and Information Studies 
School: School of Administrative, Economics and Social Sciences 
Affiliation: University of West Attica (UNIWA) 
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