Integrating Fantasy Role-Play into the Programming Lab: Exploring the 'Projective Identity' Hypothesis

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 and Ghinea, Gheorghita (2013) Integrating Fantasy Role-Play into the Programming Lab: Exploring the 'Projective Identity' Hypothesis. In: Proceeding of the 44th ACM Technical Symposium on Computer Science Education, March 6-9, 2013, Denver, CO, USA.

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Abstract / Summary

It has been claimed that learning can be facilitated by a positive academic self-concept. Therefore, reinforcing this construct may benefit students and the application of 'projective identity' in educational multimedia could be a means of achieving this. To test this hypothesis, two versions of a debugging exercise were developed, with one incorporating elements of fantasy role-play. They were compared through a double-blind parallel-group randomised trial using a sample of 36 undergraduate computing students. Factor scores for academic self-concept in programming were imputed from responses to a 5-point Likert scale, validated through a confirmatory factor analysis of 91 responses. An ANCOVA revealed that students using the fantasy role-play learning activity developed a stronger self-concept than the control group, with respective gains of 2.4% and 1.1%. However, further work is required to determine if such modest gains are practically significant, can be further enhanced and maintained.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	academic self-concept, education, fantasy, learning, programming, projective identity, roleplay
Subjects:	Computer Science, Information & General Works Technology > Digital Works > Digital Games Education
Courses by Department:	The School of Film & Television > Games and Animation
Depositing User:	Michael Scott
Date Deposited:	06 Oct 2015 15:02
Last Modified:	23 Nov 2023 13:19
URI:	https://falmouth-test.eprints-hosting.org/id/eprint/1638

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