Maria Kordaki

A drawing and multi-representational computer environment for beginners' learning of programming using C: Design and pilot formative evaluation

This paper presents both the design and the pilot formative evaluation study of a computer-based problem-solving environment (named LECGO: Learning Environment for programming using C using Geometrical Objects) for the learning of computer programming using C by beginners. In its design, constructivist and social learning theories were taken into account. The general design has taken into consideration models of the learning process and subject matter as well as potential learner behaviour in dealing with fundamental tasks. The main emphasis has been placed on the role of: (a) multiple external representations in student learning, (b) motivation, through performing problem-solving activities taken from the familiar and meaningful context of drawing, using simple geometrical objects, (c) the active participation of students in their own learning by using hands-on experience, (d) appropriate feedback on the actions taken by students, to aid their self-correction, and (e) holistic, activity-based, multi-media, multi-representational and multi-layered content for the learning of basic concepts of programming using C. LECGO was pilot evaluated in the field through a qualitative and comparative study where nine 12th grade (18-year-old) students participated. In fact, students faced three similar yet not identical sets of four tasks across three learning environments, namely; paper and pencil (p-p), Turbo C and LECGO. The data emerging from this field evaluation study indicates that students gain better results within LECGO than in both the p-p environment and the typical programming environment of Turbo C, while performing similar activities.

Undergraduate studies in computer science and engineering: gender issues

This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: a) male graduate students outnumbered the female ones by three to one, b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and c) female students complete their studies earlier than their male counterparts.

A computer card game for the learning of basic aspects of the binary system in primary education: Design and pilot evaluation

This paper presents the design, features and pilot evaluation study of a computer card game for the learning of basic aspects of the binary system (BS) by primary level education pupils. This design was based on modern social and constructivist theories of learning, in combination with basic game design principles. Pupils are asked to play against the computer with cards featuring Binary Numbers (BNs). To engage successfully with the game, pupils are provided with opportunities to review their previous knowledge of the decimal system and, subsequently, to use analogical reasoning to make connections between this knowledge and basic aspects of the BS. Several scaffolding elements are also provided for the pupils to construct, verify, extend and generalize their knowledge, at the same time using essential learning competencies. The game was piloted in the field using real pupils (20 6th Grade pupils) with encouraging results. Finally, an attempt has been made to address essential points of this game that have contributed to its becoming a successful learning environment. Addressing these points could be useful for both designers of educational computer games for Computer Science (CS) education and educators in Computing.

Critical factors influencing secondary school pupil's decisions to study computing in tertiary education: Gender differences

This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils, 135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used, addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying Computing and d) how pupils perceived the profile of a computer professional in terms of gender.

Successful e‐courses: the role of synchronous communication and e‐moderation via chat

Purpose – This study investigates: what kind of e‐moderation is more effective in the formation of successful web‐based courses, and the essential characteristics of synchronous communication (SC) that have a positive contribution in the formation of successful courses.Design/methodology/approach – The previously mentioned issues investigated a five‐month learning experiment that took place in the context of an e‐learning community consisting of 18 e‐courses dedicated for primary and secondary school teachers. About 59 school teachers participated in this community as trainees, 23 professionals as trainers and two professionals as moderators. In terms of methodology this research can be characterized as a case study. Various data (quantitative and qualitative) were collected from both trainers and trainees regarding the teaching and learning which took place within the context of e‐learning community. These data were quantitatively and qualitatively analyzed.Findings – The analysis of the data shows that:...

Student Task Modeling in Design and Evaluation of Open Problem-Solving Environments

Design and evaluation of computer-based open problem solving environments is a non-trivial task. Definition of a design framework, which involves a strong field-evaluation phase, has been the subject of the research described in this paper. This framework is based on the concept of student task modeling. Tools to support design and evaluation have been built and used in the frame of this study. The framework and the developed tools have produced promising results during the evaluation of an open problem-solving educational environment.

Critical Thinking as a Framework for Structuring Synchronous and Asynchronous Communication within Learning Design-Based E-Learning Systems

This paper describes a conceptual framework focusing on the role that the development of learners’ core cognitive skills and critical thinking plays on the success of synchronous and asynchronous communication within learning design-based e-learning systems. Based on this framework, we propose the design of specific tools which can be used by both teachers and students for structuring synchronous and asynchronous communication. In particular, a Cognitive Skill-based Communication Wizard (CSC-Wizard) is proposed as a supporting tool for helping discussion participants formulate appropriate interventions that express their intentions more clearly and thus facilitate the development of their cognitive skills more adequately. The design of this CSC-Wizard is based on modern social and constructivist views of learning and dialogue modeling. The idea, the rationale, the architecture and the interface associated with the proposed CSC-Wizard is presented through implementing a specific example within LAMS and MOODLE systems; which are widely used web-based, open source environments that support learning design.

Design and evaluation of a computer game for the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students

This study addresses the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students through a computer game. Its aims are: (a) the design of the prototype of a computer game aimed at supporting the development of an appropriate mental model about how a computer works by the students, and (b) the evaluation of the impact of the use of this prototype on students as to appeal, basic usability issues and learning outcomes. The most significant elements of the game prototype (narrative, characters, interface, scenarios, puzzles, gameplay) are presented in connection with the constructivist learning principles that guided the game design. A hundred and three (103) physical education and sport science students participated in the evaluation of the game prototype, which was conducted through pretest and posttest written questionnaires that elicited both quantitative and qualitative data. The data analysis showed that the game prototype was well-accepted as an alternative learning tool for ICT, compared to traditional learning tools, and that most game elements elicited average to positive responses from the students. It was also found that the game prototype had a significant positive effect on students’ knowledge regarding the concepts of input, program, output and their interplay, and that it helped certain students overcome their misconceptions and form more scientifically acceptable and elaborate mental conceptions about basic functions of a computer. Future improvements and extensions to the game as well as future research perspectives are discussed on the basis of the findings.

Analysis of Educational Digital Storytelling Environments: The Use of the “Dimension Star” Model

The focus of this paper is on the analysis of Educational Digital Storytelling Environments (EDSE) using the reference model «Dimension Star» [7]. More specifically, two EDSE were analyzed with the use of this model: (a) Toontastic [6] and (b) Kodu [9] which have been widely used in the educational process. The analysis of these environments showed that the diagrammatic analysis using the above model provides opportunities for easy and quick comparison of essential dimensions of the digital storytelling environments, which is particularly useful for researchers and educators. Finally, the completeness of the model «Dimension Star», as a tool for evaluating digital storytelling software in education, is investigated and possible extensions are suggested.

Digital card games in education

This paper presents a 10-year review study that focuses on the investigation of the use of Digital Card Games (DCGs) as learning tools in education. Specific search terms keyed into 10 large scientific electronic databases identified 50 papers referring to the use of non-commercial DCGs in education during the last decade (20032013). The findings revealed that the DCGs reported in the reviewed papers: (a) were used for the learning of diverse subject disciplines across all educational levels and leaning towards the school curriculum, in two ways: game-construction and game-play, (b) were mainly proposed by their designers as meaningful, familiar and appealing learning contexts, in order to motivate and engage players/students and also to promote social, rich and constructivist educational experiences while at the same time integrating modern technologies and innovative gamed-based approaches, (c) were implemented using a plethora of digital tools, (d) mainly adopted social and constructivist views of learning during their design and use, although the views were explicitly reported in only a few of these, (e) were evaluated in more than half of the studies with positive results in terms of: student learning, attitudes towards DCGs and enrichment of social interaction and collaboration, (f) appeared to support students to acquire essential thinking skills through DCG-play. However, despite the rich DCG-game experiences reported in the reviewed papers, some essential but under-researched topics were also specified. Display Omitted Digital Card Games (DCGs) in Education: a ten year systematic review.DCGs were used in diverse: disciplines, educational levels, school curricula.DCG design/use mainly adopted social and constructivist views of learning.DCGs were proposed as meaningful familiar innovative & appealing learning contexts.DCGs were evaluated with positive results: learning, attitudes, thinking skills.