This paper investigates the profile of teachers in the island of Ireland who declared themselves willing to undertake professional development activities in programming, in particular to master programming by taking on-line courses involving the design of computer games. Using the Technology Acceptance Model (TAM), it compares scores for teachers “willing” to undertake the courses with scores for those who declined, and examines other differences between the groups of respondents. Findings reflect the perceived difficulties of programming and the current low status accorded to the subject in Ireland. The paper also reviews the use of games-based learning as a “hook” to engage learners in programming and discusses the role of gamification as a tool for motivating learners in an on-line course. The on-line course focusing on games design was met with enthusiasm, and there was general consensus that gamification was appropriate for motivating learners in structured courses such as those provided.
|Publication status||Accepted - Aug 2015|
|Event||ATEE 2015 - UK, Glasgow, United Kingdom|
Duration: 24 Aug 2015 → 26 Aug 2015
|Period||24/08/2015 → 26/08/2015|
Cowan, P., Oldham, E., & FitzGibbon, A. (Accepted/In press). Think, code, succeed: The Programming Studio as a games-based collaboration: Paper published in the Proceedings of the Association for Teacher Education in Europe conference: Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, UK. ATEE, 2015. Paper presented at ATEE 2015, Glasgow, United Kingdom.