Experience-design-implementation-based learning in programming courses: The impact of learning outcomes, learning motivation, learning anxiety, critical thinking and problem-solving tendency.

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Title:	Experience-design-implementation-based learning in programming courses: The impact of learning outcomes, learning motivation, learning anxiety, critical thinking and problem-solving tendency.
Authors:	Chang, Lung-Chun¹ angus77@ntub.edu.tw
Source:	Educational Technology & Society. Oct2026, Vol. 29 Issue 4, p178-197. 17p.
Subject Terms:	Experiential learning, Computer programming education, Motivation (Psychology), Project method in teaching, Critical thinking, Emotions, *Problem solving
Abstract:	Students often feel that programming logic is challenging to understand and that the learning objectives of programming courses lack real-world relevance; thus, they tend to exhibit high learning anxiety and low learning engagement in programming courses. Experiential learning models enhance students' engagement, motivation, and learning outcomes by enabling hands-on involvement. Moreover, project-based learning models enable students to achieve learning objectives and outcomes through observation, critical thinking, and problemsolving. Therefore, the present study developed an experience-design-implementation (EDI)-based learning model for a programming course. In the experience phase, students were grouped to play a board game, allowing them to experience the enjoyment of gameplay and understand game logic, thereby increasing their learning engagement and reducing learning anxiety. During the design phase, group members collaborated to design and create meaningful game rules and procedures, thus enhancing their critical thinking and problem-solving skills. Finally, in the implementation phase, an instructor introduced the programming concepts and skills required in each step of game design, enabling students to understand how to apply programming syntax, which enhanced their learning motivation and learning outcomes. Experimental results indicated that students who engaged in EDI-based learning exhibited significantly lower learning anxiety and significantly enhanced learning outcomes, learning motivation, critical thinking tendency, and problem-solving tendency than did students who used a conventional learning approach. Furthermore, learning outcomes, learning motivation, critical thinking tendency, and problem-solving tendency had significantly positive correlations with each other. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Students often feel that programming logic is challenging to understand and that the learning objectives of programming courses lack real-world relevance; thus, they tend to exhibit high learning anxiety and low learning engagement in programming courses. Experiential learning models enhance students' engagement, motivation, and learning outcomes by enabling hands-on involvement. Moreover, project-based learning models enable students to achieve learning objectives and outcomes through observation, critical thinking, and problemsolving. Therefore, the present study developed an experience-design-implementation (EDI)-based learning model for a programming course. In the experience phase, students were grouped to play a board game, allowing them to experience the enjoyment of gameplay and understand game logic, thereby increasing their learning engagement and reducing learning anxiety. During the design phase, group members collaborated to design and create meaningful game rules and procedures, thus enhancing their critical thinking and problem-solving skills. Finally, in the implementation phase, an instructor introduced the programming concepts and skills required in each step of game design, enabling students to understand how to apply programming syntax, which enhanced their learning motivation and learning outcomes. Experimental results indicated that students who engaged in EDI-based learning exhibited significantly lower learning anxiety and significantly enhanced learning outcomes, learning motivation, critical thinking tendency, and problem-solving tendency than did students who used a conventional learning approach. Furthermore, learning outcomes, learning motivation, critical thinking tendency, and problem-solving tendency had significantly positive correlations with each other. [ABSTRACT FROM AUTHOR]
ISSN:	11763647
DOI:	10.30191/ETS.202610_29(4).RP11