|
A Comparative Study of Game-Based Learning and Collaborative Learning in Computer Programming: Impact on Motivation to Learn, Programming Skills, and Learning Achievement |
|---|---|
| รหัสดีโอไอ | |
| Creator | Kannika Daungcharone |
| Title | A Comparative Study of Game-Based Learning and Collaborative Learning in Computer Programming: Impact on Motivation to Learn, Programming Skills, and Learning Achievement |
| Contributor | Krittawaya Thongkoo |
| Publisher | Faculty of Informatics, Mahasarakham University |
| Publication Year | 2569 |
| Journal Title | Journal of Applied Informatics and Technology |
| Journal Vol. | 8 |
| Journal No. | 2 |
| Page no. | 260398 |
| Keyword | Collaborative Learning, Computer Programming, SkillsGame-Based Learning, Higher Education |
| URL Website | https://ph01.tci-thaijo.org/index.php/jait |
| Website title | Journal of Applied Informatics and Technology |
| ISSN | 3088-1803 |
| Abstract | Learning computer programming is often perceived as difficult due toabstract concepts, complex syntax, and the challenges associated withalgorithm design and debugging. With the rapid growth of technologyand digital learning, new instructional approaches have emerged to ad-dress these challenges. Game-based learning and collaborative learningare two widely adopted strategies in programming education. This studyinvestigates their impact on students’ motivation, programming skills, andlearning outcomes. Participants were 198 first-year university students,divided into two groups: a game-based learning group (GBL, n = 83) anda collaborative learning group (COL, n = 115). Both groups completeda pre-test to assess prior knowledge, studied PHP programming conceptsusing different instructional approaches, completed programming assign-ments, and then completed a post-test and a motivation questionnaire.Results indicate that COL students reported significantly higher moti-vation in the intrinsic motivation, grade motivation, self-determination,and self-efficacy dimensions than GBL students. Regarding programmingskills, COL students performed better in identifying outputs, whereasGBL students demonstrated stronger performance in identifying inputsand processes. No significant difference was found in overall learningachievement between the two groups. These findings suggest that collab-orative learning enhances engagement and comprehension through team-work and peer interaction, while game-based learning provides an inter-active and enjoyable means of developing technical skills. Consequently,educators should carefully select pedagogical approaches and tools thatbest suit their instructional context and learners’ needs. |
