The Influence Of Flow On Elementary School Students’ Computer Problem-Solving Pattern In Programming Games

Computational problem solving is code of Computer Science education.Block-based programming games with features such as algorithmic visualization and conceptual metaphors provide an environment for children’s problem solving.Flow refers to an "Optimal learning experience".Previous studies have shown that individual differences lead to differences in flow.Getting into flow during play can effectively facilitate problem-solving learning.Students in flow employ meaningful strategies to solve problems.However,in most studies on the learning effect of graphical programming games,although it has been proved to be effective in cultivating students’ knowledge,skills,and attitudes,it is still unclear how flow affects students’ learning behavior and strategies.Therefore,only by understanding how problem solving occurs under flow can we design effective teaching methods with the help of flow theory.First,to investigate the flow changes of game.First,this study adopts a web-based procedural flow survey method,starting from Csikszentmihalyi’s three-channel model,to investigate the changes in "perceptual skills" and "perceived challenges" of primary school students at each game level.Secondly,the analysis of students’ flow changes in the game shows that(1)the learner’s perceptual skills are inversely proportional to the difficulty of the game level,and the perceptual challenge is directly proportional to the level’s difficulty.Appropriately increasing the difficulty of programming games can encourage learners to Approaching flow in activities;(2)The setting and withdrawal of game scaffolding affect the flow changes of primary school students.In order to explore the influence of individual differences of learners and changes in game-centric flow and flow on the learning transfer effect of primary school students,this study used the kolb learning style scale and scratch test questions to post-test students,through flow change statistics,knowledge diagnosis.As a result,independent ANOVA were performed on the three variables of gender,learning style and flow experience.The independent sample T-test results show that the anxiety state of girls is twice that of boys,and the knowledge transfer effect of boys is higher than that of girls.The results of oneway ANOVA showed that the knowledge transfer effect of flow students was the best,and anxiety was the worst.The results of two-way ANOVA showed that(1)the effect of anxiety state on the knowledge transfer effect of boys was smaller than that of girls;(2)the knowledge transfer effect of divergent,convergent and assimilating learners was the best in flow state.Three-way ANOVA results: Flow has the most significant effect on knowledge transfer for assimilating boys and divergent girls.Second,analyze learners’ behavioral preferences and problem-solving patterns under flow.First,video coding of elementary school students’ play activities in "code.org".Secondly,the behavioral data is processed by the lag sequence analysis method and the sequential pattern mining method.The sequential pattern analysis evaluation showed that there were 13 types of problem-solving patterns in flow learners.Among them,practiceadjustment and trial-and-error are the most commonly used computational problemsolving modes for all learners.In error correction tasks,flow learners most often use intuitive-compiling and selective search to solve problems;in program development,they most commonly use practice-adjustment,trial-and-error,concrete-transfer,and reflective reasoning type,figurative-verifiable type.Behavioral data analysis shows that flow promotes more problem-solving behavior patterns in primary school students,and achieves its deeper problem-solving learning and knowledge transfer effects.What we are concerned about is how to optimize the design of game resources or make good use of existing resources to achieve the most effective teaching and learning,so as to promote the development of learners’ problem-solving ability,at a time when programming education is developing and educational resources are prevalent.This study investigates the flow experience of primary school students in graphical programming games,and explores the problem-solving mode in the flow state.It is hoped that in future research,based on the problem-solving behavior preferences and behavior pattern categories of primary school students in the flow state of graphical programming games,design teaching methods that can trigger learning to enter the flow,realize effective problem-solving learning,and verify the effectiveness of teaching interventions.sex.