Karel the robot (2nd ed.): a gentle introduction to the art of programming
Karel the robot (2nd ed.): a gentle introduction to the art of programming
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Proceedings of the 40th ACM technical symposium on Computer science education
Growing up programming: democratizing the creation of dynamic, interactive media
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Lower bounds on sample size in structural equation modeling
Electronic Commerce Research and Applications
Programming goes back to school
Communications of the ACM
Proceedings of the 21st ACM international conference on Multimedia
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It has been claimed that learning can be facilitated by a positive academic self-concept. Therefore, reinforcing this construct may benefit students and the application of 'projective identity' in educational multimedia could be a means of achieving this. To test this hypothesis, two versions of a debugging exercise were developed, with one incorporating elements of fantasy role-play. They were compared through a double-blind parallel-group randomised trial using a sample of 36 undergraduate computing students. Factor scores for academic self-concept in programming were imputed from responses to a 5-point Likert scale, validated through a confirmatory factor analysis of 91 responses. An ANCOVA revealed that students using the fantasy role-play learning activity developed a stronger self-concept than the control group, with respective gains of 2.4% and 1.1%. However, further work is required to determine if such modest gains are practically significant, can be further enhanced and maintained.