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A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns

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Abstract

Since the late twentieth century, with the development of the Internet of Things (IoT), the IoT covers the application of comprehensive knowledge and technology in the fields of circuitry, physics, mechanics, and information, making it a suitable topic for hands-on science, technology, engineering, and mathematics (STEM) activities. The IoT covers a large amount of knowledge, practical skills, and programming skills in STEM fields, both teaching and learning the content can be difficult. Thus, this study used gamification with the 6E model and the software development method as the teaching strategies to explore their effects on high school students’ computer programming self-efficacy, IoT knowledge, and hands-on performance in IoT learning activities. In this study, a quasi-experimental design was used for 12 weeks, and the 132 students who participated in the experiment were divided into Experimental Group 1 (EG1, 66 students using gamification with the 6E model), Experimental Group 2 (EG2, 31 students using the 6E model only), and the Control Group (CG, 35 students using the software development method). Through Analysis of Covariance, the results showed that the students in EG 1 achieved higher academic performance in terms of computer programming self-efficacy, IoT knowledge, and hands-on skills. The results of the lag sequence analysis of behavioral patterns showed that all the students required frequent two-way communication with the teachers and needed to communicate with their group members. The students in EG 1 exhibited positive interactions and took the initiative in asking for help from other students, which indicated that the students in this group achieved better learning outcomes. In addition, those interested in exploring STEM hands-on activities would benefit from our findings.

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For ethical reasons and restrictions, the datasets used and analyzed for the paper are not publicly available. However, any inquiries concerning the materials are welcomed.

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Acknowledgements

This work was financially supported by the “Institute for Research Excellence in Learning Sciences” and “Chinese Language and Technology Center” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan, and sponsored by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant Nos. MOST 107-2511-H-003 -046 -MY3, MOST 109-2511-H-003 -048 -MY2, MOST 109-2622-H-003-004.

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  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei City, 106, Taiwan, R.O.C.

    Hsien-Sheng Hsiao, Jhen-Han Chen, Yu-Hung Chien, Chung-Pu Chang & Guang-Han Chung

  2. National Academy for Educational Research, No.2, Sanshu Rd., Sanxia Dist., New Taipei City, 237, Taiwan, R.O.C.

    Jyun-Chen Chen

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  1. Hsien-Sheng Hsiao
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Contributions

HH designed and facilitated this research and completed the instruction work in this research; YC conducted the experiment and wrote the first draft of the manuscript; JCC&CC analyzed the data and proofread the first draft of the manuscript; GC facilitated data analysis and revised the manuscript; JHC built connections with the experimental school and proofread the manuscript. All authors read and approved the final manuscript.

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Correspondence to Guang-Han Chung.

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Hsiao, HS., Chen, JC., Chen, JH. et al. A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Education Tech Research Dev 71, 1821–1849 (2023). https://doi.org/10.1007/s11423-023-10216-1

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