Abstract
The main purpose of this research is to develop a visual programming game with a Qualifying Rank strategy (QRVPG), allowing learners to use this system to conduct a STEAM-oriented mathematics course, the content of which is permutation. In the QRVPG system, learners can perform learning tasks with lower cognitive levels in their personal game copies to understand and construct knowledge, as the level of the game role increases, levels with higher cognitive levels will also appear. Then, learners are necessary to analyze and apply the knowledge they learned to complete more difficult learning tasks. In addition, learners can compete in the QRVPG system. This research hopes to introduce the qualifying rank strategy to allow learners with similar abilities to compete with each other, through this way, enhance learners’ learning motivation and engagement. In general, this research hopes to improve learners’ core competence in all aspects of STEAM through the cooperation of game formation and the gradual development of cognitive level.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
DeJarnette, N.K.: Implementing STEAM in the early childhood classroom. Eur. J. STEM Educ. 3(3), 18 (2018)
Chen, Y., Chang, C.-C.: The impact of an integrated robotics STEM course with a sailboat topic on high school students’ perceptions of integrative STEM, interest, and career orientation. EURASIA J. Math. Sci. Technol. Educ. 14(12), em1614 (2018)
Lou, S.-J., et al.: Effects of implementing STEM-I project-based learning activities for female high school students. Int. J. Distance Educ. Technol. (IJDET) 12(1), 52–73 (2014)
Fan, S.-C., Yu, K.-C.: How an integrative STEM curriculum can benefit students in engineering design practices. Int. J. Technol. Des. Educ. 27(1), 107–129 (2015). https://doi.org/10.1007/s10798-015-9328-x
Nam, Y., Lee, S.-J., Paik, S.-H.: The impact of engineering integrated science (EIS) curricula on first-year technical high school Students’ attitudes toward science and perceptions of engineering. EURASIA J. Math. Sci. Technol. Educ. 12(7), 1881–1907 (2016)
Özdener, N., Demirci, F.: Determining students’ views about an educational game-based mobile application supported with sensors. Tech. Know. Learn. 24(1), 143–159 (2018). https://doi.org/10.1007/s10758-018-9368-x
Schneider, J., Schaal, S.: Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames. Environ. Educ. Res. 24(11), 1597–1610 (2018)
Bressler, D.M., Bodzin, A.M., Eagan, B., Tabatabai, S.: Using epistemic network analysis to examine discourse and scientific practice during a collaborative game. J. Sci. Educ. Technol. 28(5), 553–566 (2019). https://doi.org/10.1007/s10956-019-09786-8
Gao, F., Li, L., Sun, Y.: A systematic review of mobile game-based learning in STEM education. Education Tech. Research Dev. 68(4), 1791–1827 (2020). https://doi.org/10.1007/s11423-020-09787-0
Rollings, A., Adams, E.: Andrew Rollings and Ernest Adams on Game Design. New Riders, Indianapolis (2003)
Chen, C.-H., Law, V., Chen, W.-Y.: The effects of peer competition-based science learning game on secondary students’ performance, achievement goals, and perceived ability. Interact. Learn. Environ. 26(2), 235–244 (2018)
Topalli, D., Cagiltay, N.E.: Improving programming skills in engineering education through problem-based game projects with Scratch. Comput. Educ. 120, 64–74 (2018)
Prensky, M.: Digital game-based learning. Comput. Entertain. (CIE) 1(1), 21 (2003)
Erhel, S., Jamet, E.: Digital game-based learning: impact of instructions and feedback on motivation and learning effectiveness. Comput. Educ. 67, 156–167 (2013)
Plass, J.L., Homer, B.D., Kinzer, C.K.: Foundations of game-based learning. Educ. Psychol. 50(4), 258–283 (2015)
DeCoito, I., Steele, A., Goodnough, K.: Introduction to the special issue on science, technology, engineering, and mathematics (STEM) education. Can. J. Sci. Math. Technol. Educ. 16(2), 109–113 (2006). https://doi.org/10.1080/14926156.2016.1166298
Yakman, G.: STEAM education: an overview of creating a model of integrative education. In: Pupils’ Attitudes Towards Technology (PATT-19) Conference: Research on Technology, Innovation, Design & Engineering Teaching, Salt Lake City, Utah, USA (2008)
Hwang, G.-H., et al.: Differences between students’ learning behaviors and performances of adopting a competitive game-based item bank practice approach for learning procedural and declarative knowledge. Interact. Learn. Environ. 27(5–6), 740–753 (2019)
Acknowledgements
This research is partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 109-2511-H-006-011-MY3 and MOST 106-2511-S-006-001-MY3.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Huang, YC., Huang, YM., Starcic, A.I. (2020). Enhancing Students’ Learning Outcomes of a STEAM Permutations Course Through a Game Based Visual Programming Environment with Qualifying Rank Strategy. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-63885-6_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-63884-9
Online ISBN: 978-3-030-63885-6
eBook Packages: Computer ScienceComputer Science (R0)