DC FieldValueLanguage
dc.contributor.authorTheodoropoulos, Anastasios-
dc.contributor.authorAntoniou, Angeliki-
dc.contributor.authorLepouras, George-
dc.date.accessioned2023-10-30T11:08:42Z-
dc.date.available2023-10-30T11:08:42Z-
dc.date.issued2016-09-29-
dc.identifierscopus-84991106611-
dc.identifier.issn19466226-
dc.identifier.other84991106611-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/704-
dc.description.abstractIs 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.en_US
dc.language.isoenen_US
dc.publisherACMen_US
dc.relation.ispartofACM Transactions on Computing Educationen_US
dc.subjectCognitive styleen_US
dc.subjectCS educationen_US
dc.subjectDigital game-based learningen_US
dc.subjectHour of codeen_US
dc.subjectSecondary educationen_US
dc.titleHow do different cognitive styles affect learning programming? Insights from a game-based approach in Greek schoolsen_US
dc.typeArticleen_US
dc.identifier.doi10.1145/2940330en_US
dc.identifier.scopus2-s2.0-84991106611-
dc.relation.deptDepartment of Archival, Library and Information Studiesen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume17en_US
dc.relation.issue1en_US
dc.identifier.spage1en_US
dc.identifier.epage25en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.countryGreeceen_US
item.openairetypeArticle-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Archival, Library and Information Studies-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-3452-1168-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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