Abstract:

The research reported herein examined the effects of two computer games on 72 13- and 14-year-old students' understanding of the IF-THEN-ELSE structure, considering students' cognitive type of field-dependence/independence (FD-I). Specifically, the researchers investigated any statistically significant differences in the performance of field-dependent (FD) and field-­independent (FI) students when they learned about IF-THEN-ELSE using two different computer games and whether the order in which they used the computer games differentially affected their learning.

FD-I reflects how individuals perceive and process information from their surrounding environment (Evans, Richardson, & Waring, 2013). It is differentiated from learning styles in that learning styles are self-reported accounts of individuals' instructional preferences across specific domains and tasks (Messick, 1987). Witkin et al. (1977) conceptualized FD-I as a bipolar construct with two distinct modes of perception: FD and FI. FI learners are analytical, individualistic, task-oriented, prone to hypothesis testing, and visually perceptive (Hall, 2000). On the other hand, FD learners are group-oriented, global, and not visually perceptive.

Two computer games were used in the study. The VD computer game was developed using Scratch and verbal descriptions to teach about the IF-THEN-ELSE structure. Initially, an agent invites the user to play a game with him. Then a button, in the form of a dice, appears on the screen, and the user is asked to click on it. A dice roll generates a random value from 1 to 6. Based on the dice value, the agent presents a problem that uses IF-THEN-ELSE statements, and the user is asked to solve it using verbal descriptions. If the user makes a mistake, the computer game encourages the user to try again. Five points are deducted from his score whenever the user gives a wrong answer.

The LD computer game was also developed using Scratch. The computer game uses logical (visual) diagrams to teach the IF-THEN-ELSE structure. Initially, a dice and a board game appear on the screen. Then an agent invites the user to play the board game "Snakes and Ladders." A dice roll generates a random value from 1 to 6. Next, the student is asked to click on the dice and solve the board game's problem, which integrates learning with visual diagrams. If the user makes a mistake, the computer game encourages the user to try again. Five points are deducted from his score whenever the user gives a wrong answer.

The study showed that FD learners who learned about the IF-THEN-ELSE structure using the VD computer game first, followed by the LD computer game, outperformed the FD learners who learned first with the LD computer game and then with the VD computer game. On the other hand, the interaction between field type and order of learning with the two computer games shows that only the FD learners benefited from learning with the VD computer game first and then with the LD computer game. Therefore, learners' understanding of CS constructs can be improved if CS teachers consider learners' cognitive type and prepare tools and learning materials to help FD learners overcome cognitive obstacles.

Keywords:

Computer science, if-then-else, games.