TY - GEN
T1 - Investigating the Effect of the Serious Game CodeCombat on Cognitive Load in Python Programming Education
AU - Choi, Wan Chong
AU - Choi, Iek Chong
N1 - Publisher Copyright:
© 2024 IEEE.
PY - 2024
Y1 - 2024
N2 - Understanding the cognitive demands that programming places on young learners has become increasingly important. The Cognitive Load Theory (CLT) provided a framework with three dimensions, including intrinsic, extraneous, and germane load. Our findings derived from paired sample t-tests comparing pre-test and post-test results, indicated significant improvements in all three dimensions. Moreover, we observed notable interrelationships between these loads, where a reduction in intrinsic and extraneous loads corresponded with an increase in germane load. This suggested an effective balance between simplifying the complex subject matter and enhancing learner engagement, underlining the nuanced interplay in the learning environment facilitated by CodeCombat. These results contributed valuable insights into the role of serious games in reducing cognitive overload and enhancing learning experiences in complex subjects like programming. The study underscored the potential of interactive educational tools in early Python programming education, offering implications for primary school teaching strategies and curriculum design.
AB - Understanding the cognitive demands that programming places on young learners has become increasingly important. The Cognitive Load Theory (CLT) provided a framework with three dimensions, including intrinsic, extraneous, and germane load. Our findings derived from paired sample t-tests comparing pre-test and post-test results, indicated significant improvements in all three dimensions. Moreover, we observed notable interrelationships between these loads, where a reduction in intrinsic and extraneous loads corresponded with an increase in germane load. This suggested an effective balance between simplifying the complex subject matter and enhancing learner engagement, underlining the nuanced interplay in the learning environment facilitated by CodeCombat. These results contributed valuable insights into the role of serious games in reducing cognitive overload and enhancing learning experiences in complex subjects like programming. The study underscored the potential of interactive educational tools in early Python programming education, offering implications for primary school teaching strategies and curriculum design.
KW - CodeCombat
KW - Cognitive Load Theory
KW - CS Cognitive Load Component Survey
KW - Python programming education
KW - Serious game
UR - http://www.scopus.com/inward/record.url?scp=85191944008&partnerID=8YFLogxK
U2 - 10.1109/EDUNINE60625.2024.10500551
DO - 10.1109/EDUNINE60625.2024.10500551
M3 - Conference contribution
AN - SCOPUS:85191944008
T3 - EDUNINE 2024 - 8th IEEE World Engineering Education Conference: Empowering Engineering Education: Breaking Barriers through Research and Innovation, Proceedings
BT - EDUNINE 2024 - 8th IEEE World Engineering Education Conference
A2 - Brito, Claudio da Rocha
A2 - Ciampi, Melany M.
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 8th IEEE World Engineering Education Conference, EDUNINE 2024
Y2 - 10 March 2024 through 13 March 2024
ER -