Abstract
Previous studies found that students’ learning would be enhanced if they are interested in the subject matter. This study proposes an interest-driven approach of guiding students to learn coding. It suggests that the prevalence potential of mobile app development might increase students’ interest to build practical apps for daily use. The design principles of coding education probably can engage students to learn meaningfully as well as develop their abilities and creativities that nurture them as creators. This paper explains how coding education puts the Interest-Driven Creator theory (IDC theory) into practice. It is believed that students could acquire logical thinking and problem-solving skills by learning coding. A pilot survey study indicated that coding education has potential to achieve this goal. Copyright © 2016 Global Chinese Society for Computers in Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 20th Global Chinese Conference on Computers in Education 2016 |
| Editors | Dandan GAO, Morris Siu-Yung JONG, Ying-Tien WU, Tak-Wai CHAN, Siu Cheung KONG, Min-Hsien LEE, Jie-Chi YANG , Ju-Ling SHIH, Jon-Chao HONG, Junjie SHANG, Kun-Hung CHENG, Sherry Y. CHEN |
| Place of Publication | Hong Kong |
| Publisher | The Hong Kong Institute of Education |
| Pages | 116-119 |
| ISBN (Print) | 9789887703419 |
| Publication status | Published - 2016 |
Citation
Kong, S. C., & Li, P. (2016). The interest-driven creator theory and coding education. In D. Gao, M. S.-Y. Jong, Y.-T. Wu, T.-W. Chan, S. C. Kong, M.-H. Lee, et al. (Eds.), Workshop proceedings of the 20th Global Chinese Conference on Computers in Education 2016 (pp. 116-119). Hong Kong: The Hong Kong Institute of Education.Keywords
- Interest-Driven Creator (IDC) theory
- Coding education
- Computational thinking
- Interest-based learning environment
- Mobile app coding