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Spelifiering inom programmeringsundervisning: En undersökning om spelifieringens påverkan på elevers motivation, intresse och upplevda meningsfullhet av programmering
KTH, School of Education and Communication in Engineering Science (ECE).
KTH, School of Education and Communication in Engineering Science (ECE).
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Gamification within programming classes : A study on the impact of gamification for students with respect to motivation, interest and perceived meaningfulness in programming (English)
Abstract [sv]

I och med regeringens beslut om en nationell strategi för skolans digitalisering har Skolverket tagit fram två förslag för hur skolorna ska arbeta med detta. Förslagen ska bidra till att alla barn och elever ska få mer likvärdig möjlighet till att utveckla en digital kompetens. Detta innebär till exempel att alla gymnasieelever ska kunna läsa programmering.

Programmering i skolan innebär att elever måste lära sig nya färdigheter inom datorvärlden. Tidigare forskning har visat på att det är svårt att lära sig programmering överlag vilket kan påverka elevernas motivation. Det krävs därför nya metoder som kan hjälpa lärare att lära ut programmering samtidigt som eleverna motiveras av det.

Denna studie syftar till att undersöka om spelifiering kan vara en lämplig metod att använda inom programmeringsundervisning i gymnasieskolan, med utgångspunkt ifrån elevernas motivation, intresse och upplevd meningsfullhet. Undersökningen har genomförts genom en triangulering av ett kvasiexperiment på elever och intervjuer med lärare. Kvasiexperimentet genomfördes genom att två klasser i en gymnasieskola delades upp där en grupp fick göra uppgifter med applicerad spelifiering och en agerade kontrollgrupp. Samtliga elever fick svara på en enkät före och efter de fick göra uppgifter och utifrån enkäterna sammanställdes data som analyserades med hjälp av statistiska tester. Lärarna fick endast göra uppgifterna med applicerad spelifiering och sedan delta i intervjuer.

Resultaten visar att spelifiering av uppgifterna inte gjort så stor positiv eller negativ påverkan på vare sig motivation, intresse eller upplevd meningsfullhet hos eleverna. Däremot visar resultatet från lärarna att de trodde att spelifiering kan bidra till dessa faktorer. Därför föreslås vidare forskning kring spelifiering med starkare spelelement.

Abstract [en]

The Swedish government has decided on a national strategy for the digitalization of the Swedish school and have developed two proposals on how the schools should work towards this. These proposals should contribute to all children and

students’ equal opportunity to develop digital skills. This means for example that all upper secondary students should be able to study programming.

Introducing programming t0 the schools means that students must learn new computer skills. Previous research has shown that it is difficult to learn programming which can affect students

’ motivation. Therefore, there is a need for new methods of teaching that can help teachers teach programming, at the same time as the students get motivated by it.

This study aims to investigate if gamification can be an appropriate method to use on a programming class in upper secondary school, with the

student’s motivation, interest and perceived meaningfulness in mind. This has been done through a triangulation of a quasi-experiment on the students and interviews with teachers. The quasi-experiment was done with two classes that were split in two where one group got to do tasks with applied gamification and the other group acted as a control group. All students got to answer a survey before and after the tasks and through the results from the surveys, data was analysed with help from statistical tests. All of the teachers got to do the tasks with applied gamification and were interviewed afterwards.

The results show that gamification has not made a big impact on the

student’s motivation, interest or perceived meaningfulness. However, the results from the teachers show that the teachers do believe that gamification can affect these factors. Therefore, further research on gaming with stronger game elements is proposed.

Place, publisher, year, edition, pages
2017. , p. 61
Series
TRITA-ECE-EX ; 2017:29
Keywords [en]
Gamification, Programming, Interest, Motivation, Meaningfulness
Keywords [sv]
Spelifiering, Programmering, Intresse, Motivation, Meningsfullhet
National Category
Learning Other Engineering and Technologies
Identifiers
URN: urn:nbn:se:kth:diva-220767OAI: oai:DiVA.org:kth-220767DiVA, id: diva2:1171680
External cooperation
Stockholms universitet
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2017-12-11, 00:00
Supervisors
Examiners
Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2018-01-08Bibliographically approved

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