Skill-baseret didaktisk design - undersøgelse af motiverende online undervisning i programmering
Oversat titel
Skill based didactic design - examination of a motivating online programming class
Forfatter
Lind, Peter
Semester
4. semester
Udgivelsesår
2020
Afleveret
2020-06-10
Antal sider
56
Resumé
Dette masterprojekt undersøger, hvordan et introduktionsforløb i programmering for multimediedesignstuderende, hvor mange mangler programmeringserfaring, kan gøres mere motiverende gennem et skill-baseret, gamefuldt didaktisk design i en ren online kontekst under COVID-19. Forløbet redesignes med Sebastian Deterdings “Lens of Intrinsic Skill Atoms” (mål, motivationer, udfordringer, objekter, regler og feedback) og forankres i Peter Jarvis’ model for erfaringsbaseret læring via online videoindhold og interaktive øvelser. Deci og Ryans Self-Determination Theory bruges til at formulere designprincipper og til at udforme en før- og eftermåling af motivation. Som del af implementeringen udvikles et online værktøj (Skill Tracker) til at strukturere materialer og visualisere den enkelte studerendes progression. Designet afprøves på et internationalt hold og sammenlignes med en kontrolgruppe uden gamefulde elementer. Resultaterne peger på en mindre stigning i oplevet kompetence i testgruppen, men næsten halvdelen af de studerende rapporterer ingen ændring i deres oplevede programmeringskompetence, hvilket indikerer et delvist, men ikke entydigt, motivatorisk udbytte.
This master’s thesis investigates how an introductory programming course for multimedia design students—many with no prior programming experience—can be made more motivating through a skill-based, gameful didactic design delivered fully online during COVID-19. The course is restructured using Sebastian Deterding’s Lens of Intrinsic Skill Atoms (goals, motivations, challenges, objects, rules, feedback) and grounded in Peter Jarvis’s experiential learning model via online video materials and interactive exercises. Deci and Ryan’s Self-Determination Theory informs both the design principles and a pre–post measurement of motivation. As part of the implementation, an online tool (Skill Tracker) is developed to organize learning materials and visualize individual progress. The design is tested with an international cohort and compared to a control group without gameful elements. Findings indicate a small increase in perceived competence in the test group, while nearly half report no change in perceived programming competence, suggesting a partial but not uniform motivational effect.
[Dette resumé er genereret med hjælp fra AI direkte fra projektet (PDF)]