Вовлеченность учащихся в изучение программирования: использование мобильных игр в дополнительном образовании
Аннотация
Вовлеченность подростков в изучение STEM-дисциплин и ее связь с контекстуальными факторами исследуются на примере дополнительных занятий в кружках и активности в мобильной игре, направленных на обучение навыкам программирования. Установлено, что вовлеченность учащихся в изучение STEM-дисциплин офлайн положительно коррелирует с онлайн-вовлеченностью, измеренной через активность в мобильной игре. При этом вовлеченность учащихся в мобильной игре показала значимую связь с поведенческим и эмоциональным, но не с когнитивным компонентом вовлеченности. Значимым контекстуальным фактором вовлеченности как в кружковых занятиях, так и в контексте мобильной игры оказалось восприятие учащимися предложенных заданий как интересных. При этом общение со сверстниками показало значимую связь с вовлеченностью в условиях кружков, но не в формате однопользовательской мобильной игры. На основании этих данных авторы делают вывод о создании новых коллаборативных сценариев прохождения мобильных игр как перспективном направлении развития дополнительного образования.
Проведенное исследование дополняет теоретические представления о вовлеченности в обучение в контексте дополнительного образования. Полученные результаты приобретают особую актуальность в условиях текущих инициатив по привлечению детей и подростков к изучению STEM-дисциплин и стимулированию их интереса к науке и технологиям и могут способствовать разработке более эффективных стратегий и программ в области STEM-образования.
Скачивания
Литература
Akey T.M. (2006) School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis. Available at: https://files.eric.ed.gov/fulltext/ED489760.pdf (accessed 8.05.2025)
Andryushkov A.A., Zemtsov D.I. (2019) Kruzhoks as a Platform for Practices of the Future. Innovations, no 11(253), pp. 24–29 (In Russian). https://doi.org/10.26310/2071-3010.2019.253.11.006
Beymer P.N., Rosenberg J.M., Schmidt J.A., Naftzger N.J. (2018) Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs. Journal of Youth and Adolescence, vol. 47, January, pp. 1178–1191. https://doi.org/10.1007/s10964-018-0814-9
Bickle M.C., Rucker R.D., Burnsed K.A. (2019) Online Learning: Examination of Attributes that Promote Student Satisfaction. Online Journal of Distance Learning Administration, vol. 22, no 1, pp. 1–8. Available at: https://ojdla.com/archive/spring221/bickle_rucker_burnsed221.pdf (accessed 10.05.2025).
Chang C., Hsu C. (2022) How to Generate Customer and Firm Benefits through Online Game Product and Brand Community Engagement – Online and Offline Perspectives. Journal of Product & Brand Management, vol. 31, no 8, pp. 1252–1264. https://doi.org/10.1108/jpbm-04-2021-3448
Eccles J.S., Gootman J.A. (eds) (2002) Community Programs to Promote Youth Development. Washington, DC: National Academy. Available at: https://files.eric.ed.gov/fulltext/ED465844.pdf (accessed 15.05.2025).
Fincham E., Whitelock-Wainwright A., Kovanović V., Joksimović S., van Staalduinen J.P., Gašević D. (2019) Counting Clicks Is Not Enough: Validating a Theorized Model of Engagement in Learning Analytics. Proceedings of the 9th International Conference on Learning Analytics & Knowledge (Trmpe, AZ, 2019, 4–8 March), pp. 501–510. https://doi.org/10.1145/3303772.3303775
Fredricks J.A. (2011) Engagement in School and Out-of-School Contexts: A Multidimensional View of Engagement. Theory into Practice, vol. 50, no 4, pp. 327–335. https://doi.org/10.1080/00405841.2011.607401
Fredricks J.A., Blumenfeld P.C., Paris A.H. (2004) School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, vol. 74, no 1, pp. 59–109. https://doi.org/10.3102/00346543074001059
Fredricks J.A., Hackett K., Bregman A. (2010) Participation in Boys and Girls Clubs: Motivation and Stage Environment Fit. Journal of Community Psychology, vol. 38, no 3, pp. 369–385. https://doi.org/10.1002/jcop.20369
Gee J.P. (2009) Deep Learning Properties of Good Digital Games: How Far Can They Go? Serious Games: Mechanisms and Effects (eds U. Ritterfeld, M. Cody, P. Vorderer), New York, NY: Routledge, pp. 89–104. https://doi.org/10.4324/9780203891650-15
Gee J.P. (2003) What Video Games Have to Teach Us about Learning and Literacy. Technology Pedagogy and Education, vol. 1, no 1, Article no 20. http://dx.doi.org/10.1145/950566.950595
Giesbers B., Rienties B., Tempelaar D., Gijselaers W. (2014) A Dynamic Analysis of the Interplay between Asynchronous and Synchronous Communication in Online Learning: The Impact of Motivation. Journal of Computer Assisted Learning, vol. 30, no 1, pp. 30–50. https://doi.org/10.1111/jcal.12020
Hamari J., Shernoff D., Rowe E., Coller B., Asbell‐Clarke J., Edwards T. (2016) Challenging Games Help Students Learn: An Empirical Study on Engagement, Flow and Immersion in Game-Based Learning. Computers in Human Behavior, vol. 54, January, pp. 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Harper S.R. (2008) Realizing the Intended Outcomes of Brown: High-Achieving African American Male Undergraduates and Social Capital. American Behavioral Scientist, vol. 51, no 7, pp. 1030–1053. https://doi.org/10.1177/0002764207312004
Henrie C.R., Halverson L.R., Graham C.R. (2015) Measuring Student Engagement in Technology-Mediated Learning: A Review. Computers & Education, vol. 90, December, pp. 36–53. https://doi.org/10.1016/j.compedu.2015.09.005
Herodotou C. (2018a) Mobile Games and Science Learning: A Comparative Study of 4 and 5 Years Old Playing the Game Angry Birds. British Journal of Educational Technology, vol. 49, no 1, pp. 6–16. https://doi.org/10.1111/bjet.12546
Herodotou C. (2018b) Young Children and Tablets: A Systematic Review of Effects on Learning and Development. Journal of Computer Assisted Learning, vol. 34, no 1, pp. 1–9. https://doi.org/10.1111/jcal.12220
Hoi V.N., Le Hang H. (2021) The Structure of Student Engagement in Online Learning: A Bi‐Factor Exploratory Structural Equation Modelling Approach. Journal of Computer Assisted Learning, vol. 37, no 4, pp. 1141–1153. https://doi.org/10.1111/jcal.12551
Holbrey C. (2020) Kahoot! Using a Game-Based Approach to Blended Learning to Support Effective Learning Environments and Student Engagement in Traditional Lecture Theatres. Technology Pedagogy and Education, vol. 29, no 2, pp. 191–202. https://doi.org/10.1080/1475939x.2020.1737568
Huizenga J., Admiraal W., Akkerman S., Dam G. (2009) Mobile Game‐Based Learning in Secondary Education: Engagement, Motivation and Learning in a Mobile City Game. Journal of Computer Assisted Learning, vol. 25, no 4, pp. 332–344. https://doi.org/10.1111/j.1365-2729.2009.00316.x
Jensen M., Piercy C., Elzondo J., Twyman N., Valacich J., Miller C. et al. (2016) Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-Method Examination. AIS Transactions on Human-Computer Interaction, vol. 8, no 1, pp. 1–20. https://doi.org/10.17705/1thci.08102
Jimerson S.R., Campos E., Greif J.L. (2003) Toward an Understanding of Definitions and Measures of School Engagement and Related Terms. The California School Psychologist, vol. 8, pp. 7–27. https://doi.org/10.1007/BF03340893
Joksimović S., Poquet O., Kovanović V., Dowell N., Mills C., Gašević D., Dawson S., Graesser A.C., Brooks C. (2017) How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs. Review of Educational Research, vol. 88, no 1, pp. 43–86. https://doi.org/10.3102/0034654317740335
Kersha Y.D., Obuhov A.S. (2023) Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study. Integration of Education, vol. 27, no 2, pp. 208–226 (In Russian). http://dx.doi.org/10.15507/1991-9468.111.027.202302.208-226
Krause K.L., Coates H. (2008) Students' Engagement in First‐Year University. Assessment & Evaluation in Higher Education, vol. 33, no 5, pp. 493–505. https://doi.org/10.1080/02602930701698892
Kuh G.D. (2009) The National Survey of Student Engagement: Conceptual and Empirical Foundations. New Directions for Institutional Research, iss. 141, pp. 5–20. https://doi.org/10.1002/ir.283
Kuh G.D., Cruce T.M., Shoup R., Kinzie J., Gonyea R.M. (2008) Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, vol. 79, no 5, pp. 540–563. https://doi.org/10.1080/00221546.2008.11772116
Lamborn S., Newmann F., Wehlage G. (1992) The Significance and Sources of Student Engagement. Student Engagement and Achievement in American Secondary Schools (ed. F.M. Newmann), Madison, WI: National Center on Effective Secondary Schools, pp. 11–39. Available at: https://files.eric.ed.gov/fulltext/ED371047.pdf (accessed 15.05.2025).
Macke E., Daviss C., Williams-Baron E. (2022) Untapped Potential: Collecting and Analyzing Digital Trace Data within Survey Experiments. https://doi.org/10.31235/osf.io/frhj6
Martin F., Bolliger D.U. (2018) Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, vol. 22, no 1, pp. 205–222. https://doi.org/10.24059/olj.v22i1.1092
Mikami A.Y., Ruzek E.A., Hafen C.A., Gregory A., Allen J.P. (2017) Perceptions of Relatedness with Classroom Peers Promote Adolescents' Behavioral Engagement and Achievement in Secondary School. Journal of Youth and Adolescence, vol. 46, November, pp. 2341–2354. https://doi.org/10.1007/s10964-017-0724-2
Mulvey K.L., Cerda-Smith J., Joy A., Mathews C., Ozturk E. (2023) Factors That Predict Adolescents' Engagement with STEM In and Out of School. Psychology in the Schools, vol. 60, no 9, pp. 3648–3665. https://doi.org/10.1002/pits.22946
Olivier E., Archambault I., De Clercq M., Galand B. (2019) Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, vol. 48, February, pp. 326–340. https://doi.org/10.1007/s10964-018-0952-0
Pascarella E.T., Terenzini P.T. (2005) How College Affects Students. Vol. 2. A Third Decade of Research. San Francisco, CA: Jossey-Bass. Available at: https://campusclimate.ucop.edu/_common/files/pdf-climate/Distance_learning_article-Pascarella_Terenzini.pdf (accessed 10.05.2025).
Rabah J., Cassidy R., Beauchemin R. (2018) Gamification in Education: Real Benefits or Edutainment. Proceedings of the 17th European Conference on e-Learning (Athens, 2018, 1–2 November), pp. 489–497. https://doi.org/10.13140/RG.2.2.28673.56162
Reschly A.L., Christenson S.L. (2012) Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. Handbook of Research on Student Engagement (eds S. Christenson, A.L. Reschly, C. Wylie), Boston, MA: Springer US, pp. 3–19. https://doi.org/10.1007/978-1-4614-2018-7_1
Ryan A.M. (2000) Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School. Educational Psychologist, vol. 35, no 2, pp. 101–111. https://doi.org/10.1207/S15326985EP3502_4
Saricam U., Yildirim M. (2021) The Effects of Digital Game-Based STEM Activities on Students' Interests in STEM Fields and Scientific Creativity: Minecraft Case. International Journal of Technology in Education and Science, vol. 5, no 2, pp. 166–192. https://doi.org/10.46328/ijtes.136
Schumacker R.E., Lomax R.G. (2010) A Beginner's Guide to Structural Equation Modeling. New York, NY: Routledge. https://doi.org/10.4324/9780203851319
Stier S., Breuer J., Siegers P., Thorson K. (2019) Integrating Survey Data and Digital Trace Data: Key Issues in Developing an Emerging Field. Social Science Computer Review, vol. 38, no 5, pp. 503–516. https://doi.org/10.1177/0894439319843669
Stone C. (2021) Improving Student Engagement, Retention and Success in Online Learning. Student Retention and Success in Higher Education: Institutional Change for the 21st Century (eds M. Shah, S. Kift, L. Thomas), Cham: Palgrave Macmillan, pp. 167–189. https://doi.org/10.1007/978-3-030-80045-1_9
Sun J.C.Y., Rueda R. (2012) Situational Interest, Computer Self‐Efficacy and Self‐Regulation: Their Impact on Student Engagement in Distance Education. British Journal of Educational Technology, vol. 43, no 2, pp. 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
Tablatin C.L.S., Casano J.D., Rodrigo M.M.T. (2023) Using Minecraft to Cultivate Student Interest in STEM. Frontiers in Education, vol. 8, March, Article no 1127984. https://doi.org/10.3389/feduc.2023.1127984
Verbert K., Govaerts S., Duval E., Santos J.L., van Assche F., Parra G., Klerkx J. (2014) Learning Dashboards: An Overview and Future Research Opportunities. Personal and Ubiquitous Computing, vol. 18, November, pp. 1499–1514. https://doi.org/10.1007/s00779-013-0751-2
Wang M., Li G. (2022) A Meta-Analysis of MOOC-Based Academic Achievement, Engagement, Motivation, and Self-Regulation During the COVID-19 Pandemic. International Journal of e-Collaboration (IJeC), vol. 18, no 1, pp. 1–17. https://doi.org/10.4018/IJeC.301260
Wehlage G.G., Smith G.A. (1992) Building New Programs for Students at Risk. Student Engagement and Achievement in American Secondary Schools (ed. F.M. Newmann), Madison, WI: National Center on Effective Secondary Schools, pp. 92–118. Available at: https://files.eric.ed.gov/fulltext/ED371047.pdf#page=97 (accessed 10.05.2025).
Wentzel K.R. (1997) Student Motivation in Middle School: The Role of Perceived Pedagogical Caring. Journal of Educational Psychology, vol. 89, no 3, Article no 411. https://doi.org/10.1037/0022-0663.89.3.411
Zemtsov D.I. (2023) Communities of Practice of the Future in Russian Universities: FabLabs, Centers for Youth Innovative Creativity, Kruzhoks. Vysshee obrazovanie v Rossii / Higher Education in Russia, vol. 32, no 5, pp. 36–55 (In Russian). https://doi.org/10.31992/0869-3617-2023-32-5-36-55
