The Mediating Effect of Learning Flow on Affective Outcomes in Software Education Using Games

게임을 활용한 SW교육의 정의적 성과에 대한 학습몰입의 매개 효과

  • Kang, Myunghee (Dept. of Educational Technology, Ewha Womans University) ;
  • Park, Juyeon (Ewha Womans University Elementary School) ;
  • Yoon, Seonghye (Dept. of Educational Technology, Ewha Womans University) ;
  • Kang, Minjeng (Dept. of Educational Technology, Ewha Womans University) ;
  • Jang, JeeEun (Dept. of Educational Technology, Ewha Womans University)
  • 강명희 (이화여자대학교 교육공학과) ;
  • 박주연 (이화여자대학교 부속초등학교) ;
  • 윤성혜 (이화여자대학교 교육공학과) ;
  • 강민정 (이화여자대학교 교육공학과) ;
  • 장지은 (이화여자대학교 교육공학과)
  • Received : 2016.08.31
  • Accepted : 2016.09.30
  • Published : 2016.10.31


As software transforms the structure of industry, it becomes a key measure in determining market competitiveness. Therefore, various educational efforts have been attempted in Korea to cultivate software professionals to secure software competitiveness. While previous studies had focused mainly on the cognitive effectiveness of software education, the authors tried to focus on affective perspectives. The authors, therefore, aimed to analyze the predictive power of the recognition of software importance and learning flow on affective outcomes, such as efficacy of computational thinking skills, and attitude toward, and satisfaction with, software education. The data were collected from 103 sixth grade students who participated in a software education. Results show that software importance and learning flow had significant predictive power on affective outcomes; Learning flow mediated the relationship between software importance and affective outcomes. This study provides practical implications for improving affective outcomes in the design and implementation of software education.


Supported by : 메이커스랩, 홍익대학교


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