Volume 29, Issue 5, 2020
DOI: 10.24205/03276716.2020.1037
An Exploratory Study of University and High School Students’ Educational Psychology Attitudes toward Game Programming Course Performance
Abstract
Improving the information and communications technology (ICT) capabilities of computer
science education contributes to sustainable development (ESD). Convenience sampling
use to recruit third-year (12th grade) high school students and third-year university
students to participate in this study. The participants enrolled in an 8-week computer
programming course with a 100-minute lesson per week psychology through the Unity
game development engine. At the end of the period, students filled in the motivated
strategies for learning questionnaire (MSLQ) and the self-regulated learning
questionnaire (SLRQ), and they took the computer programming aptitude test. Mann Whitney U analyses use to compare learning performance, learning motivation, and self regulated learning between different educational stages, age, and programming
experience. The results showed no difference in learning performance between the two educational settings; however, high school students showed lower learning interests and learning goals than university students. A significant finding is that the academic stage, age, and programming experience did not affect learning performance. Nevertheless, learning motivation and self-regulated learning, high school students yielded lower outcomes than university students.
Keywords
Computer Science Education, Game Programming, Learning Performance, Educational and Psychological Attitudes