A Study of Programming Learning Achievement Differences between Elementary School Students Using the Scratch and Code Studio System

• Main Authors: LIN,YI-SHENG, 林益聖
• Other Authors: Ying,Ming-Hsiung
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/33367595772337798418

碩士 === 中華大學 === 資訊管理學系 === 104 === With the rapid development of technology in recent years, the application of information technology can be seen everywhere in our surroundings. Accordingly, the cultivation of technical talents will be the focal point in future economic development. In recent years, the Ministry of Education has continuously emphasized the development of students’ information capability, actively promoting blocks-based programming. In the process of playing with blocks, students can learn operational thinking, communication skills and be familiar with the information tools. This study responds the appeal of 1 hour programming in the Ministry of Education’s press conference. In the second phase, starting with 3rd graders, computer course has been added for students to learn basic skills and further to learn the concept of programming. There was some study in the past based on Scratch system as the platform for elementary students to learn blocks-based programming. However, another Code studio system, emerging for only 3 years, has engaged over one million students already. Therefore, the focus of this study was on the comparison of the two systems, Scratch and Code studio, and to understand the learning achievement difference between these two kinds of blocks-based learning platform of programming. The experimental subjects in this study were 3rd graders from 4 classes and 4th graders from 4 classes, totally 8 classes participating in the experiment, in an elemental school in New Taipei City. In this study, we randomly selected 2 classes of 3rd graders and 2 classes of 4th graders respectively. They were assigned to use Code studio system as the experimental group and the other classes as control group to use Scratch system. We observed the experiment outcome of the two blocks-based programming systems. After the experiment and analysis, we found no significant difference between the 2 systems in system use-friendly, system usefulness, and system satisfaction. However, in terms of learning effectiveness, the experimental group of students using Code studio was significantly higher than the control group using the Scratch system. Therefore, we concluded that the application of Code studio might bring better learning effect for teaching elementary students’ game programming.