The effect of game-based coding education on students' problem solving skills and attitudes to coding

In this research, it was aimed to examine the effect of game-based Python coding education on students' problem-solving skills and attitudes towards coding with Minecraft EDU. The research was patterned using a single group pretest-posttest experimental model, one of the quantitative research methods supported by qualitative data. The research group consists of twelve 7th grade students studying in a public school in the Zile district of Tokat province in the second semester of the 2021-2022 academic year. The research covers a total of twelve hours program for six weeks and two hours a week. Data collection tools used to collect data within the scope of the research are "Problem Solving Inventory for Children (PSI)", "Attitude Scale Towards Coding" and semi-structured interview form. Quantitative data were analyzed using the SPSS 22.0 package program. The data obtained were evaluated within the scope of 95% confidence interval and .05 significance level. For the analysis of the data obtained within the scope of the research, the Shapiro-Wilk test of normality and the skewness and kurtosis values were examined and the cases of showing normal distribution were examined. As a result of the analyzes, it was decided to perform non-parametric analyzes due to the small size of the study group. Wilcoxon Signed Ranks test and Mann-Whitney U tests were performed taking into account the fact that they did not fulfill the normality assumption. As a result of the analysis, effect sizes were calculated and the findings were interpreted. The opinions received from the students with the semi-structured interview form were analyzed with the descriptive analysis method. After the data analysis was completed, qualitative and quantitative data were examined and discussed comparatively. Based on the analysis results; No difference was found in the problem solving skills of the students participating in the research. It was observed that the variables of gender, daily game playing time and daily internet usage time had no effect on problem solving skills. However, the variable of computer usage time (years) differs significantly. As a result of the research, no significant difference was found in students' attitudes towards coding. Similarly, gender, duration of computer use (years), daily computer use, daily internet use, and daily computer game playing times were also found to have no effect on the attitude towards coding. According to the results obtained from the qualitative data, positive opinions were determined that game-based coding education provides entertaining, more educatory and active learning, increases the interest and motivation towards the lesson and makes the process more instructive and the learning process enjoyable. Also, it was determined that text-based coding put students in trouble and the code groups were in English, which makes the process difficult.