Please use this identifier to cite or link to this item:
|Title:||Self-beliefs in the introductory programming lab and game-based fantasy role-play|
|Authors:||Scott, Michael James|
|Abstract:||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 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.|
|Description:||This thesis was submitted for the degree of Doctor of philosophy and awarded by Brunel University London|
|Appears in Collections:||Computer Science|
Dept of Computer Science Theses
Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.