Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

Development of Game Programming Education Model 4E for Pre-Service Teachers

예비교사를 위한 게임 프로그래밍 교육모델 4E 개발

  • 성영훈 (진주교육대학교 컴퓨터교육과)
  • Received : 2019.11.17
  • Accepted : 2019.11.27
  • Published : 2019.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

Programming education generally includes problem analysis process, automation through algorithms and programming, and generalization process. It is a good software education method for students in improving computing thinking. However, it was found that beginners had difficulties in understanding instruction usage, writing algorithms, and implementing programming. In this study, we developed a game programming education model and curriculum for programming education of pre-service teachers. The 4E model consisted of empathy, exploration, engagement and evaluation. In addition, it is configured to learn game core elements and core command blocks by each stage. To help the pre-service teachers understand the use of various programming blocks, a three-step teaching and learning method was presented, consisting of example learning, self-game creation, and team-based projects. As a result of applying and verifying the curriculum for 15 weeks, it showed significant results in the 4E model and pre-service teachers' perception of block programming competence and the level of computational thinking on the submitted game project results was also high.

프로그래밍 교육은 일반적으로 문제분석 과정, 알고리즘과 프로그래밍을 통한 자동화, 일반화 과정을 포함하고 있어 학습자의 컴퓨팅사고 향상에 좋은 소프트웨어 교육방법이다. 그러나 초보자의 경우 명령어 사용법에 대한 이해, 알고리즘 작성과 프로그래밍 구현단계에서 어려움을 겪는 것으로 나타났다. 본 연구에서는 예비교사들의 프로그래밍 교육을 위해 게임 프로그래밍 교육모델과 교육과정을 개발하였다. 4E 모델은 공감단계, 탐색단계, 강화단계 및 평가단계로 구성되었다. 또한 각 단계별로 게임 핵심 요소와 핵심 명령어 블록들을 학습할 수 있도록 구성하였다. 예비교사가 프로그래밍 명령어 활용에 대한 이해를 돕기 위해 예제 학습, 자기 게임 생성 및 팀 기반 프로젝트 형태로 구성된 3단계 교수학습 방법을 제시하였다. 15주간 교육과정으로 적용하고 검증한 결과 설계한 모델, 예비교사들의 블록 프로그래밍 역량 인식 등에서 유의미한 결과를 보였으며 제출한 결과물에 대한 컴퓨팅사고 수준도 높은 결과를 보였다.

Keywords

References

  1. Artym, C., & Carbonaro, M. (2019, June). Examining Pre-Service Teachers' Computational Thinking: Are there Differences Between Gender in Digital Game Construction?. In EdMedia+ Innovate Learning (pp. 552-557). Association for the Advancement of Computing in Education (AACE).
  2. Bernadette Spieler, Petri, A., Schindler, C., Slany, W., Betran, M., Boulton, H., ... & Smith, J. (2018). Pocket Code: a mobile app for game jams to facilitate classroom learning through game creation. arXiv preprint arXiv:1805.04461.
  3. Chul-Hyun Lee (2019). Elementary School Teachers’ Difficulties in Learning Programming EPL. Journal of Korean Practical Arts Education, 32(2), 49-63. https://doi.org/10.24062/kpae.2019.32.2.49
  4. Cuny, J. (2015). Transforming K-12 computing education: AP(R) computer science principles. ACM Inroads, 6(4), 58-59. https://doi.org/10.1145/2832916
  5. de Paula, B. H., Burn, A., Noss, R., & Valente, J. A. (2018). Playing Beowulf: Bridging computational thinking, arts and literature through game-making. International journal of child-computer interaction, 16, 39-46. https://doi.org/10.1016/j.ijcci.2017.11.003
  6. do Carmo Nogueira, T., de Souza Campos, E., & Ferreira, D. J. (2018, July). Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process. In $26^{\circ}$ Workshop sobre Educacao em Computacao (WEI 2018), 26(1). SBC.
  7. Fullerton, T. (2018). Game design workshop: a playcentric approach to creating innovative games. AK Peters/CRC Press.
  8. Gee, E. R., & Tran, K. M. (2016). Video game making and modding. In Handbook of research on the societal impact of digital media(pp. 238-267). IGI Global.
  9. Hong-Sub Lee, Hyung-Won Jeong, & Young-Kyo Kim (2016). Design and Implementation of Game for Learning Game Production Principles: Centering on Scratch Language. Journal of Digital Convergence, 14(5), 403-410. https://doi.org/10.14400/JDC.2016.14.5.403
  10. Jeongmin Lee, & Somang Kim. (2019). Qualitative research of perception and experience of elementary pre-service teachers about SW education. Journal of The Korean Association of Information Education, 23(1), 39-53. https://doi.org/10.14352/jkaie.2019.23.1.39
  11. Jeongrang Kim (2016). Effects of Pair Programming on Creative Problem-Solving Ability and Efficiency. Journal of The Korean Association of Information Education, 20(1), 21-28. https://doi.org/10.14352/jkaie.2016.20.1.21
  12. Jin-Suk Park, Hyun-Jin Jung, & Jong-Seung Park (2008). Utilizing Computer Games To Improve Academic Learning Ability. Journal of The Korean Society for Computer Game, no.14, 71-80.
  13. Juyeon Park (2019). Evaluation of Computational Thinking through Code Analysis of Elementary School Students’ Scratch Projects. Journal of The Korean Association of Information Education, 23(3), 207-217. https://doi.org/10.14352/jkaie.2019.23.3.207
  14. Lamprou, A., & Repenning, A. (2018). Teaching how to teach computational thinking. In Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, 69-74.
  15. Lau, W. W. (2018). Learning With Games and Digital Stories in Visual Programming. In Encyclopedia of Information Science and Technology, Fourth Edition (pp. 3309-3316). IGI Global.
  16. Lee, U.-J., & BYUN, D. H. (2019). Gamification Convergence Contents Study: Formal Elements of the Game Implemented in. The Journal of the Korea Contents Association, 19(8), 483-489. https://doi.org/10.5392/JKCA.2019.19.08.483
  17. Misong Kim & Hyungshin Choi (2018). Fostering Primary Pre-service Teachers’ Computational Thinking through Self-Assessment. Journal of The Korean Association of Information Education, 22(1), 61-70. https://doi.org/10.14352/jkaie.2018.22.1.61
  18. Moreno-Leon, J., & Robles, G. (2015, November). Dr. Scratch: a Web Tool to Automatically Evaluate Scratch Projects. In WiPSCE, 132-133.
  19. Myunghee Kang, Juyeon Park, Seonghye Yoon, Minjeng Kang, & JeeEun Jang (2016). The Mediating Effect of Learning Flow on Affective Outcomes in Software Education Using Games. Journal of The Korean Association of Information Education, 20(5), 475.486. https://doi.org/10.14352/jkaie.20.4.475
  20. PhanWoo Park (2016). A Method on the Convergent Software Education with GameProgramming. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 6(2), 27-34. https://doi.org/10.14257/AJMAHS.2016.17
  21. Salen, K., Tekinbas, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.
  22. Sungkyung Kim, Sangchul Kim (2018). Middle-School Programming Classes Utilizing App Inventor Game Creation and the Analysis of their Educational Outcomes. Journal of Korea Game Society, 18(3), 49-60. https://doi.org/10.7583/JKGS.2018.18.3.49
  23. Sunju Park (2018). Analysis of Computational Thinking Level Through the Scratch Project Analyzation. Journal of The Korean Association of Information Education, 22(6), 661-669. https://doi.org/10.14352/jkaie.2018.22.6.661
  24. Ui-Sung Song, & Joon-Min Gil (2017). Development and Application of Software Education Program Based on Blended Learning for Improving Computational Thinking of Pre-Service Elementary Teachers. KIPS Transactions on Software and Data Engineering, 6(7), 353-360. https://doi.org/10.3745/KTSDE.2017.6.7.353
  25. Wae-shik Moon (2018). Analysis of error data generated by prospective teachers in programming learning. Journal of The Korean Association of Information Education, 22(2), 205-212. https://doi.org/10.14352/jkaie.2018.22.2.205
  26. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
  27. Youngho Seo & Jonghoon Kim (2017). The effect of SW education applying Design Thinking on creativity of elementary school pre-service teachers. Journal of The Korean Association of Information Education, 21(3), 351-360. https://doi.org/10.14352/jkaie.21.3.351
  28. Young-Hoon Sung (2016). Development and Application of CT-SPI Model for Improving Computational Thinking for Elementary School Students. Journal of The Korea Society of Computer and Information, 21(1), 169-180. https://doi.org/10.9708/jksci.2016.21.1.169
  29. Youngshin Han(2018). Analysis of Effectiveness of Programming Learning for Non-science Major Preliminary Teachers’ Development of Computational Thinking. Journal of The Korean Association of Information Education, 22(1), 41-52. https://doi.org/10.14352/jkaie.2018.22.1.41
  30. Youngsik Jeong, & Jeongsu Yu(2014). The Effects of Elementary Students’ Perception of the Game Programming Using KODU. Journal of Korea Association of Information Education, 18(3), 453-460. https://doi.org/10.14352/jkaie.2014.18.3.453
  31. Young-Sik Jeong, Soo-Bum Shin, & Young-Hoon Sung (2016). Analysis of Appropriateness in Information Curriculum for Algorithm and Programming Education. Journal of The Korean Association of Information Education, 20(6), 575-584.
  32. Dr.Scratch(2019). Dr.Scratch. Retrieved from http://www.drscratch.org/

Cited by

  1. 예비교사의 블록 기반 프로그래밍 교육을 위한 협업전략 탐구 vol.24, pp.4, 2019, https://doi.org/10.14352/jkaie.2020.24.4.401