Browsing by Author "Chen, Ken-Zen"

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Novice young board-game players' experience about computational thinking
(1970-01-01)
Chen, Ken-Zen
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Chi, Hsiao-Han
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交大名義發表
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教育研究所
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National Chiao Tung University
The purpose of the qualitative study was to investigate experiences of first-time board-game users (29 elementary school students) in playing "Coding Ocean" (CO) to learn computational thinking. CO was a two-team strategy board game and was designed for children developing basic understanding of computational thinking. Participation observations and interviews were conducted to explained students' novice player experiences, learned CT after their first-time exposures to CO, and usability feedback to the board game. The major findings of this study were two- fold. First, students were motivated and engaged, using board games to learn computational thinking. The winning strategies that students generated throughout the game promoted higher-order computational thinking. Second, students comprehended and interpreted the conceptual elements of computational thinking well after playing the game, having only a fraction of misconceptions. Overall, novice young players' experience were positive, and they provided usability feedback and direction to improving CO. We suggest the game designers in providing supporting elements such as table masters training and course-bundle packages, and developing a series of contextual orientations that will engage novice players.
Redeveloping a global MOOC to be more locally relevant: design-based research
(2020-02-26)
Chen, Ken-Zen
;
Oakley, Barbara
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教育研究所
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Institute of Education
This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course "Learning How to Learn (LHTL)" on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.