Understanding Fun in Learning to Code: A Multi-Modal Data approach

Gabriella Tisza; Kshitij Sharma; Sofia Papavlasopoulou; Panos Markopoulos; Michail Giannakos

doi:10.1145/3501712.3529716

Understanding Fun in Learning to Code: A Multi-Modal Data approach

Gabriella Tisza, Kshitij Sharma, Sofia Papavlasopoulou, Panos Markopoulos, Michail Giannakos

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/Congresprocedure › Conferentiebijdrage › Academic › peer review

7 Citaten (Scopus)

Samenvatting

The role of fun in learning, and specifically in learning to code, is critical but not yet fully understood. Fun is typically measured by post session questionnaires, which are coarse-grained, evaluating activities that sometimes last an hour, a day or longer. Here we examine how fun impacts learning during a coding activity, combining continuous physiological response data from wristbands and facial expressions from facial camera videos, along with self-reported measures (i.e. knowledge test and reported fun). Data were collected from primary school students (N = 53) in a single-occasion, two-hours long coding workshop, with the BBC micro:bits. We found that a) sadness, anger and stress are negatively, and arousal is positively related to students' relative learning gain (RLG), b) experienced fun is positively related to students' RLG and c) RLG and fun are related to certain physiological markers derived from the physiological response data.

Originele taal-2	Engels
Titel	Proceedings of Interaction Design and Children, IDC 2022
Uitgeverij	Association for Computing Machinery, Inc
Pagina's	274-287
Aantal pagina's	14
ISBN van elektronische versie	9781450391979
DOI's	https://doi.org/10.1145/3501712.3529716
Status	Gepubliceerd - 27 jun. 2022
Evenement	21st ACM Interaction Design and Children Conference, IDC 2022 - Virtual, Online, Portugal Duur: 27 jun. 2022 → 30 jun. 2022

Congres

Congres	21st ACM Interaction Design and Children Conference, IDC 2022
Land/Regio	Portugal
Stad	Virtual, Online
Periode	27/06/22 → 30/06/22

Bibliografische nota

Publisher Copyright:
© 2022 Owner/Author.

Financiering

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors’ views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains. This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors' views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains

Financiers	Financiernummer
European Union’s Horizon Europe research and innovation programme
European Commission
Research Executive Agency
European Union’s Horizon Europe research and innovation programme	787476

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10.1145/3501712.3529716

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Citeer dit

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title = "Understanding Fun in Learning to Code: A Multi-Modal Data approach",

abstract = "The role of fun in learning, and specifically in learning to code, is critical but not yet fully understood. Fun is typically measured by post session questionnaires, which are coarse-grained, evaluating activities that sometimes last an hour, a day or longer. Here we examine how fun impacts learning during a coding activity, combining continuous physiological response data from wristbands and facial expressions from facial camera videos, along with self-reported measures (i.e. knowledge test and reported fun). Data were collected from primary school students (N = 53) in a single-occasion, two-hours long coding workshop, with the BBC micro:bits. We found that a) sadness, anger and stress are negatively, and arousal is positively related to students' relative learning gain (RLG), b) experienced fun is positively related to students' RLG and c) RLG and fun are related to certain physiological markers derived from the physiological response data.",

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author = "Gabriella Tisza and Kshitij Sharma and Sofia Papavlasopoulou and Panos Markopoulos and Michail Giannakos",

note = "Funding Information: This project has received funding from the European Union{\textquoteright}s Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors{\textquoteright} views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains. Funding Information: This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors' views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains Publisher Copyright: {\textcopyright} 2022 Owner/Author.; 21st ACM Interaction Design and Children Conference, IDC 2022 ; Conference date: 27-06-2022 Through 30-06-2022",

year = "2022",

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}

Tisza, G, Sharma, K, Papavlasopoulou, S, Markopoulos, P & Giannakos, M 2022, Understanding Fun in Learning to Code: A Multi-Modal Data approach. in Proceedings of Interaction Design and Children, IDC 2022. Association for Computing Machinery, Inc, blz. 274-287, 21st ACM Interaction Design and Children Conference, IDC 2022, Virtual, Online, Portugal, 27/06/22. https://doi.org/10.1145/3501712.3529716

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AU - Giannakos, Michail

N1 - Funding Information: This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors’ views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains. Funding Information: This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement NO 787476. This paper reflects only the authors' views. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains Publisher Copyright: © 2022 Owner/Author.

PY - 2022/6/27

Y1 - 2022/6/27

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Understanding Fun in Learning to Code: A Multi-Modal Data approach

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