IADIS-INTERNATIONAL JOURNAL ON COMPUTER SCIENCE AND INFORMATION SYSTEMS

14

Authors: Yue Hu, Yu-Hang Li. and Chien-Yuan Su

In recent years, game-based programming tools (GBPTs) such as Lightbot, Cargo-Bot, and Run Marco have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers’ perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers’ behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers’ attitudes. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. Based on these findings, enjoyment can be considered as a determinant that influences teachers’ perceptions toward using GBPTs in K-12 programming education. Some pedagogical and research implications are also presented.

16

Authors: Yukiko Maruyama

Parents play an influential role in the lives of children studying in elementary school, and their attitudes toward education have a considerable influence on children’s attitudes. In the context of computer programming education, parents’ ignorance could affect their children’s education and attitudes towards education adversely. A promising way to support parents is through informal workshops with their children, in which the former are exposed to the subjects and skills that the children will be learning. This study examined the impact of different types of workshop activities on parents’ concerns regarding various aspects of their children’s programming education. Three types of workshops were organized, each characterized by a particular activity; including a wooden robot with coding blocks, a robotics toy with visual programming language, and visual language. Data were collected from parents before and after their participation in these workshops. The results from the analysis of the data revealed that the impact of the three activities on the parents varied, with all three activities and workshops having a positive impact on the attitudes and confidence levels of parents in supporting their children at home with technology-related education in addition to enhancing their understanding of programming education.

22

Authors: Adriano Baratè, Goffredo Haus, Luca A. Ludovico, Elena Pagani and Nello Scarabottolo

The goal of this paper is to analyze and show, also through practical examples, how the emerging 5G technology can improve music education. First, the key characteristics of 5G networks, i.e. improved bandwidth, reliability, and density of devices in an area, will be presented. From such a discussion, it will emerge the possibility to design and implement innovative educational services that are rich in multimedia content, support two-way multimodal interaction, and are highly customizable to respond to users’ requirements and special needs. A number of case studies in the domain of music education will be presented and commented.