Sequential Behavior Analysis of Interdisciplinary Activities in Computational Thinking and EFL Language Learning With Game-Based Learning

The study explored the effects of an interdisciplinary learning approach on developing students' English learning (EL) and computational thinking (CT) through two different game-based learning approaches. A quasi-experiment was conducted to evaluate the effectiveness of this approach in terms o...

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Bibliographic Details
Published in:IEEE transactions on learning technologies 2024, Vol.17, p.270-279
Main Authors: Hsu, Ting-Chia, Chang, Ching, Liang, Yi-Sian
Format: Article
Language:English
Subjects:
Anxiety disorders
Behavior Patterns
Collaborative learning tools
Control Groups
design of activities
Education
Educational Games
Educational robots
Erbium
Foreign languages
Game Based Learning
Games
Interdisciplinary aspects
interdisciplinary practices
Learning
mobile and personal devices
Problem solving
Robots
Students
Task analysis
Vocabulary
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Summary:The study explored the effects of an interdisciplinary learning approach on developing students' English learning (EL) and computational thinking (CT) through two different game-based learning approaches. A quasi-experiment was conducted to evaluate the effectiveness of this approach in terms of enhancing students' CT knowledge and their EL achievement in an elementary school English as a foreign language learning context. A total of 52 Grade 3 students took part in the experiment, of whom 28 assigned to the experimental group learned with a machine educational robot (machine-ER) board game and 24 assigned to the control group learned with a character educational robot (character-ER) board game. The results indicated that both groups made significant improvements in learning achievement: 1) in EL achievement of learning vocabulary and sentence patterns; 2) in CT concepts, although the machine-ER board game produced a greater increase than the character-ER board game in both language learning achievement and CT knowledge; 3) their learning anxieties were also lower than those of the control group; and 4) the analysis of behavioral patterns also revealed that students playing the machine-ER board game demonstrated better language-learning interaction, while the character-ER board game presented greater CT development in finding solutions.
ISSN:1939-1382
1939-1382
2372-0050
DOI:10.1109/TLT.2023.3311331