The Ability of Scratch Teaching in Programming Language—Taking Roguelike Mathematical Games as an Example
Article Sidebar
Main Article Content
Abstract
In recent years, Japan and Taiwan have begun to include programming education in the elementary and secondary school curriculum as well as in universities so as to strengthen students’ programming language ability. In this study, the Scratch programming language was used to design a roguelike mathematical game based on a prince saving a princess in a forest. Mathematics refers to the positioning of each object, its XY coordinates, movement and distance, positive and negative movement angles, waiting time (seconds), and speed. In this study, the mathematical game program was provided to a class of rural elementary school students in southern Taiwan. By imitating the design, the teachers, and students can work together on this hands-on programming project to design the pictures, cooperate in discussing and solving the programming dilemma, and enjoy the game together. The elementary school principals and teachers who participated in the scene observed and concluded that it allowed the pupils to think seriously, enjoy discussing the integration of mathematics and programming, design digital games, and develop the final result of roguelike digital games. This project allowed students to take on the challenge of learning to write programs with curiosity and learn to use different building block programming languages in Scratch to produce a program by imitation. Students can also learn to change and add objects, and arrange the things to be done by different characters through programming. The mathematical roguelike challenges let the students understand the learning achievements through the taste of each victory. Through the game attraction, this study fostered cross-domain digital talents in areas such as digital technology, program education, and artificial intelligence.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Y. Y. SHIH: The Predicament and Prospect of Program Education in Taiwan. Taiwan Edu. Rev. Mon., 7 (9), 1-8 (2018).
Prime Minister's Office of Japan: Future Investment Strategy 2017-Reforms to Realize Society 5.0 -Document 3-1, Japan, 2017.
Y. L. CHEN: Research and Analysis of International Digital Skills Training Strategy, Manpower Planning and Development Research Report, Vol. 18, Manpower Development Division, National Development Council, Taiwan, 2017.
H. Y. LIN: The Enlightenment of Japan's Future Investment Strategy to Taiwan. Taiwan Econ. Rev., 1-33 (2019).
Japan Economic Revitalization Bureau: Future Investment Strategy 2018 ─ Transformation to “Society 5.0” “Data Driven Society”, Japan, 2018.
C. P. CHANG, L. Y. CHIU, J. LIU: A Study on the Relationship between Well-Being and Turnover Intentions among Rural School Teachers: School Organizational Climate as a Moderating Variable. Creat. Educ., 8 (4), 523 (2017).
Y. H. TSENG, J. K. JIAN, T. S. CHOU: Developing a Model of Dream Education in Rural Taiwan: Implementation and Reflection of “Mutiple Dream-Classroom After-School Programs.” Tzu Chi Univ. J. Edu. Res., 16, 43-72 (2020).
H. SU: 2021 Elementary School Teachers' Verification of Mathematical Ability Test Clearance Treasure Book: Omni-directional Design and Compilation, Medium level for students of all subjects (6th ed.) (Elementary school category), Chien Hua Learning Resources Network, New Taipei, 2020.
C. P. FUNKHOUSER: The Influence of Problem-Solving Software on Student Attitudes about Mathematics. J. Res. Comput. Educ., 25 (3), 339-346 (1993).
M. RESNICK, J. MALONEY, A. MONROY-HERNÁNDEZ, N. RUSK, E. EASTMOND, K. BRENNAN, A. MILLNER, E. ROSENBAUM, J. SILVER, B. SILVERMAN, Y. KAFAI: Scratch: Programming for All. Commun. ACM, 52 (11), 60-67 (2009).
C. W. CHANG: Programming into the Curriculum, Educational Turnaround or Crisis? Parenting Magazine, 76,132-136 (2016).
Ministry of Education: 12-Year Basic Education Curriculum Guidelines—Technology Subject, Taiwan, 2018.
K. H. YANG, J. H. CHEN, H. C. CHU: Effects of Game-Based Formative Assessment on Elementary School Students' Mathematics Learning. Int. J. Digit. Learn. Tech., 7 (4), 25-45 (2015).
J. F. WENG, S. S. TSENG, T. Y. YANG: Case-Based Learning Game Design on Internet Security. J. Liberal Arts and Social Sci., 12 (4), 305-317 (2016).
H. T. HO: Game-based Learning: Start Self-study X Happy Collaboration, Play in Middle School Together! Taipei: Parenting Magazine Publishing (2016).
M. C. LIU: Maker Education, Computational thinking, Programming-Several Curriculum and Instructional Design Concepts from "Thinking" to "Doing". Taiwan Edu. Rev. Mon., 6 (1), 138-140(2017).
C. B. XU, C. M. LU, Y. C. CHIANG: Cultivation Mode of Innovative Talents in National University of Singapore and Its Enlightenment. World Sci-Tech R&D, 42 (6), 688-697 (2020).
L. K. P. D. GUNAWARDHANA, S. PALANIAPPAN: Psychology of Digital Games and Its Effects to Its Users. Creat. Educ., 6 (16), 1726-1732 (2015).
M. PRENSKY: Digital Game-Based Learning. New York, NY: McGraw-Hill (2001a).
D. CLARK: Games, Motivation & Learning. Sunderland, UK: Caspian Learning (2007).
W. X. CHEN: A Pilot Study on Gamification in English Classes for the Ninth-Graders. MingDao J., 9 (4), 23-44 (2015).
T. MATSUMOTO: Motivation Strategy Using Gamification. Creat. Educ., 7, 1480-1485 (2016).
C. MENEZES, R. BORTOLLI: Potential of Gamification as Assessment Tool. Creat. Educ., 7, 561-566 (2016).
K. H. CHEN, J. HOFFMAN: Serious play: Transforming Futures Thinking through Game-Based Curriculum Design. J. Futures Stud., 22 (2), 41–60. (2017).
J. C. LIU: Cultivation of Students' Sense of Innovation in the Teaching of Mathematics. Educ. Theory Res., 2 (3), 26-29 (2020).