• Journal of the Korea Society of Computer and Information
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• v.14 no.1
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• pp.47-55
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• 2009

The purpose of this study is to ermine the effect of digital storytelling as a strategy of programming education to improve students' learning motivation and achievement. To overcome the difficulty of programming education in elementary school and find teaching method which derives the students' motivation, we used a digital storytelling in programming class. Digital storytelling that is considered as an important factor of edutainment gives interest to learners with interaction and stories for programming materials. The result is that elementary school students are more interested in programming and attend actively and their motivation and achievement is improved. Therefore it can gives elementary school students a positive experience with programming that will hopefully contribute to a more positive attitude towards computer science.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.83-88
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• 2010

본 논문은 다양한 사고력 향상을 위한 문제 중심의 이야기를 만들어 스크래치 EPL 프로그래밍 교육과정에 접목시켜 전통적 수업방식인 시범, 실습 프로그래밍 교육과정과 비교하여 문제해결력, 프로그래밍 학습에 대한 흥미도를 통하여 새로 개발한 문제 중심의 스토리텔링 기법을 이용한 스크래치 EPL 프로그래밍 교육과정의 효과를 분석한다. 이를 통해서 학생들에게 흥미로운 이야기에 문제상황을 가미한 스크래치 EPL 프로그래밍 교육과정이 학생들의 문제해결력 및 흥미도를 향상 시키는 내용임을 검증한다.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.23-32
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• 2009

Problem-solving ability have become extremely important in today's world. Programming may help to induce problem-solving ability. However, programming may give cognitive overload and offense against learning motivation. Therefore it is necessary that we should develope strategies to increase motivation on elementary programming classes. We developed a programming learning design and supporting system that combine problem-based learning and storytelling to induce motivation and problem solving ability. And then, we implemented the developed course in elementary school. The result of the research shows that the developed programming classes had positive effect on the development of elementary student's motivation and problem-solving ability.

• Journal of the Korea Society of Computer and Information
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• v.19 no.5
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• pp.119-128
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• 2014

This study conducted digital storytelling-based programing education targeting students at elementary school and analyzed educational significance as looking into perception on programing, making cognitive-affective assessments and having interviews. The results of the study are provided as follows. First, in terms of ex-post perception, from all the areas of fun, usefulness and ease of use, statistically significant differences were observed. It was also learned that female students have positive perception similar to male students. Second, the ex-ante and ex-post cognitive assessments came up with significant differences. Third, more affectively the class is developed, the number of students who would feel 'happiness' constantly increases. What the study has found there proves educational value of digital storytelling to programing education, and they will be used effectively as basic references for any relevant field to design measures for programing education of students at elementary school in the future.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.15-22
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• 2011

Most of the robot programming curriculums consists mainly of understanding robot programming language and learning a simple grammatical sentences rather than logical problem solving process, these curriculums impose a burden on childrens' learning. Storytelling offers opportunities for continuation of childrens' positive learning motivation to practice symbolic manipulations, hold multiple abstract concepts in their heads, and create meaning between these ideas. In this paper, to overcome the difficulty of robot programming curriculum in elementary school and find teaching method which derives the childrens' motivation, we used storytelling in study of our robot programming curriculum.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.211-222
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• 2012

21C future learners are required to have creative thinking and problem-solving capability to address an issue wisely by integrating and applying knowledge and functions. The robot education that has recently been studied in primary and secondary schools was reported to be effective in satisfying the requirements. The robot education varies ranging from the existing after-school education to an integrated approach used for regular curriculums, and has actively been studied. Nevertheless, aside from positive study results, any studies on the environment where primary school students can learn robot and programming knowledge more friendly is still insufficient. Therefore, this study was intended to give students a robot class with the use of storytelling friendly to students in order for primary school students to learn robot and programming knowledge with ease. The study result showed that acquirement of programming knowledge was improved, and that the students had a positive learning attitude. In addition, it was found that the storytelling of the robot class helped provide the entire learning context and continuous learning motivation for the students.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.295-305
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• 2011

By using robot programming curriculums, we are able to help the learners to improve academic achievement. But these curriculums reduce the level of participation, because most of the robot programming curriculums consists mainly of understanding simple grammatical sentences. Storytelling provides a variety of educational methods to improve logical thinking of children on their experiences and offers positive learning motivations to the learners. In this paper, we proposed the robot programming curriculum using storytelling and implemented the system to support it. By using this curriculum and visualization tools in this system, children can make a robot story and model easily with others. In addition, this robot programming curriculum and system can provide learning motivation and academic achievement to the children continuously.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.50-59
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• 2009

This research pursued improvement of learning motives and accomplishment of study by developing storytelling based education model and applying them to field for elementary students study of programming. As a result of inspection on study motives, two groups showed statistically significant different with experiment group showing higher average than comparison group. As a result of inspection on study accomplishment, both groups showed improved average points over previous inspection, and particularly experiment group showed higher average than that of comparison group The results of this research showed that storytelling strategy has direct relation with improvement of programming study motives and study accomplishment

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.49-57
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• 2014

As growing more and more interested in programming education, we need to concerned how to teach programming in school. We are presented the STEAM program based on scratch programming as a way of programming education for elementary students. We were developed STEAM program that do digital storytelling using scratch about selected science topic in order to raise interests about science and educate programming. In order to verify the effectiveness of the educational program, we analyzed the results of pre- and post-test about GALT, TTCT of experimental group and comparison group is comprised of 6th grade elementary students. In the analysis results, the education program we developed affected positive impacts on creativity, logical thinking of elementary school students.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.53-61
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• 2012

Kodu made by MS is a new 3D visual programming language made specifically for creating games. This language is based on creativity, problem-solving methods, and storytelling. So, it is very suitable for game programming education for kids. In this paper, we designed learning method to develop games based on elementary school students' creative thinking. The instruction was given to 27 6-grade elementary school students in 30 hours. And we applied the learning method in class. Also, we analyzed the changes in the learners' creative thinking and the learning effects of game programming.