Education Quarterly Reviews
Published: 16 August 2021
A Qualitative Analysis of Using Games Learning Programs to Improve Elementary Teachers’ Application of STEM Capabilities
Yen Tzu Chen, Che-Hung Liu, Chih Yu Lee
National University of Tainan, Taiwan
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Keywords: Science, Technology, Engineering, And Mathematics (STEM), Game-Based Programming Learning, Big Six Skills
This study used CodeMonkey, an online learning platform through which elementary teachers can learn programming while playing games and experience how to integrate STEM into their courses. The study analyzed and examined their experiences using a qualitative research method. According to the research results, learning programming while playing games can encourage beginners to go all in. There are also complete guidelines on the teaching platform, so beginning learners can quickly become familiar with the interactive model, which stimulates their curiosity and changes the traditional learning method of teaching by teachers and received by students. On the whole, learning programming itself is a rigid subject. At the fundamental stage, learners can be greatly interested in learning it. However, if learners cannot understand the learning goals, the advantages gained from their self-confidence and joy of learning will no longer exist. Among beginners to the novel model of learning programming while playing games, there is no obvious difference in learning effectiveness between male and female students. Learners who actively seek to solve problems during the learning process can achieve better learning efficacy.
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