Experimental Research On SSRL In Gamified Collaborative Learning

Nowadays,computer has become an indispensable tool in people's daily work and life.Algorithmic thinking derived from computer-related algorithms is particularly important.The process of discovering,analyzing and solving problems by individual's knowledge system is the process of thinking.Algorithmic thinking represents this process.Based on analysis and coordination,it solves a problem through relevant operational steps,which is a thinking mode.Cultivating students' algorithmic thinking is conducive to improving their reasoning and innovation ability,so as to form a good algorithmic thinking system.In this study,collaborative learning in a game environment based on socially shared regulation of learning is used to cultivate students' algorithmic thinking.According to the theory of socially shared regulation of learning,it tries to explore the influences of collaborative learning in a game-based environment on students' algorithmic thinking,aiming at effectively intervening students' cooperative process,promoting students' participation in learning,improving students' learning interest,learning attitude and self-efficacy,and then internalizing students' algorithmic thinking.This research takes two classes of high school students as the research object,and adopts the mode of collaborative learning in game-based environment.Teachers intervene according to five links of SSRL(plan and goal setting,task supervision,content supervision,task evaluation and content evaluation).It explores the influences of SSRL on cultivating middle school students' algorithmic thinking in game-based collaborative learning,especially on individual factors(learning interests and attitudes,self-efficacy),learning engagement in group collaborative learning(number of participation,quality of discussion).The difference between the two classes is that the teacher intervenes in the cooperative process in real time when he's in the experimental one,whereas,the teacher doesn't intervene in the cooperative process when he's in the control one.In this study,descriptive analysis,independent sample T-test,paired sample T-test,covariance,multivariate variance and multivariate variance are used comprehensively.Firstly,it tests the difference of algorithmic thinking scores between the two classes and the difference of pre-test and post-test to determine the influence of game-based collaborative learning on algorithmic thinking.Then the differences of individual factors(learning interest and attitude,self-efficacy)were tested to determine the influence of game-based collaborative learning on individual factors.Next,it tests whether there are differences between the two classes' learning engagement(number of participation,quality of discussion)and the relationship between participation(number of participation,quality of discussion)and algorithmic thinking to test the effectiveness of SSRL intervention in guiding collaborative learning.Finally,the effects of individual factors(learning interest and attitude,self-efficacy)on participation(number of participation,quality of discussion)and algorithmic thinking performance are analyzed.The results show:(1)From the perspective of algorithmic thinking performance,although there is no significant difference between the two classes in algorithmic thinking performance,the analysis shows that the experimental one scores higher than the contro.l one,and the growth of the pre-test and post-test mean is significantly higher than that of the control class.(2)Given the two classes as a whole,there are significant differences in the mean values of paired samples between the before and after algorithmic thinking performance.That is,students' algorithmic thinking has been greatly improved through game-based collaborative learning,which shows that the learning method plays a significant positive role.(3)In terms of learning interest and attitude,there is no significant difference between the two classes,but the post-test mean of learning interest is higher than the pre-test mean.That is to say,the mode of game-based learning in collaborative learning can help stimulate students' learning interest.However,students' learning attitude has declined.In terms of self-efficacy,although the self-efficacy of the two classes' students did not improve significantly after the learning activities,the post-test mean of the experimental class was higher than that of the pre-test,while the post-test mean of the control class was lower than that of the pre-test.(4)In terms of learning engagement,there are significant differences in the number of participation and the quality of discussion between the two classes.That means,the number of participation of students in the experimental class is obviously more active than that in the control class,and the quality of discussion is also higher.The analysis shows that the number of participants has a significant impact on the algorithmic thinking performance,while the quality of discussion has no significant impact.Individual factors in the control class have no significant effect on learning engagement,while learning interest,learning attitude with the interaction of learning interest and attitude of the experimental class have significant effect on the number of participation and the quality of discussion.(5)As the analysis results of individual factors and algorithmic thinking performance shows,there are no significant differences in self-efficacy and learning attitude between the two classes,but there are significant differences in learning interest,that is,the higher the students' interest in learning,the better their algorithmic thinking performance.Besides,the algorithmic thinking performance are not significantly influenced by learning interest and attitude,but significantly influenced by students' self-efficacy,that is,the higher the students' self-efficacy,the better their algorithmic thinking performance.