Self-Beliefs in the Introductory Programming Lab and Games-based Fantasy Role-Play

Scott, Michael (2015) Self-Beliefs in the Introductory Programming Lab and Games-based Fantasy Role-Play. Doctoral thesis, Brunel University.

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Official URL: http://bura.brunel.ac.uk/handle/2438/11047

Abstract / Summary

It is important for students to engage in adequate deliberate practice in order to develop programming expertise. However, students often encounter anxiety when they begin to learn. This can present a challenge to educators because such anxiety can influence practice behaviour. This thesis situates this challenge within the Control- Value Theory of Achievement Emotions, emphasising a need for domain-specific research and presenting new research tools which can be used to investigate the area. Analysis of data collected from three\ud cohorts of introductory programming students on web programming (2011-12) and robot programming (2012-13 and 2013-14) courses show that programming self-concept and programming aptitude mindset can predict programming anxiety and that programming anxiety is negatively correlated with programming practice. However, levels of anxiety remained consistently high across this period. A method to enrich these psychological constructs through a multimedia-rich learning environment is proposed. Drawing upon the interplay between narrative reinforcement and procedural rhetoric that can be achieved in a fantasy role-play, students' self-concept can be enhanced. A double-blind randomised controlled trial demonstrates promising results, however small effect sizes suggest further research is needed.

Item Type: Thesis (Doctoral)
Subjects: Computer Science, Information & General Works
Technology > Digital Works > Digital Artefact
Technology > Digital Works > Digital Games
Communication > Media > Digital Media
Education
Research
Science
Social Sciences
Courses by Department: The School of Film & Television > Games and Animation
Related URLs:
Depositing User: Michael Scott
Date Deposited: 20 Apr 2016 10:24
Last Modified: 13 Oct 2017 16:06
URI: http://repository.falmouth.ac.uk/id/eprint/1717

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