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. |
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| 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] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197976649 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experience-design-implementation-based learning in programming courses: The impact of learning outcomes, learning motivation, learning anxiety, critical thinking and problem-solving tendency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chang%2C+Lung-Chun%22">Chang, Lung-Chun</searchLink><relatesTo>1</relatesTo><i> angus77@ntub.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2026, Vol. 29 Issue 4, p178-197. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=197976649 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202610_29(4).RP11 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 178 Subjects: – SubjectFull: Experiential learning Type: general – SubjectFull: Computer programming education Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Emotions Type: general – SubjectFull: Problem solving Type: general Titles: – TitleFull: Experience-design-implementation-based learning in programming courses: The impact of learning outcomes, learning motivation, learning anxiety, critical thinking and problem-solving tendency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chang, Lung-Chun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
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