研究期間：10108~10207;Problem-solving is an important knowledge which has been applied to various learning fields such as science, mathematics and designing. Among many knowledge domains, computer sciences involves complicated problem-solving skills, therefore the concept of computational problem-solving is identified as the core ability of computer science education. However, novices programmers often encounter difficulties in their early learning stage. Recently, game-based learning is considered as one of the pathway to foster problem solving abilities and may applied to enhance computational problem solving. It may be helpful to allow students to learning in a contextualized environment and thus may improve students’ learning motivation. However, without a proper pedagogical design students may by only addicted to the game itself and do not stay focus on the learning target. Educators advocated that learning is most effective in a context where students are to construct a product. In addition, learning should involve a series of concrete experience, reflection, conceptualization and active experiment. These arguments are the core principle of constructionism and experiential learning. Based on the two fundamental theories, this project attempts to propose a framework to design digital games and game-based learning activities to enhance the learning of computational problem solving. Based on the proposed framework, this project will also probe into its effects on the perception of students’ computational problem-solving, learning motivation, flow, and the performance of problem-solving. The results of this project may be helpful to establish a set of guidelines to integrate digital games into instruction/learning that are beneficial to long-term adoption of games can be served as important references to future researches in educational settings.
