Creative Coding and Intercultural Projects in Higher Educationa Case Study in Three Universities

  1. José-Manuel Sáez López 1
  2. Yoshiro Miyata 2
  3. Mª Concepción Domínguez-Garrido 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Chukyo University
    info

    Chukyo University

    Nagoya, Japón

    ROR https://ror.org/04ajrmg05

Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2016

Issue Title: Juegos digitales y gamificación aplicados en el ámbito de la educación

Volume: 19

Issue: 2

Pages: 145-165

Type: Article

DOI: 10.5944/RIED.19.2.15796 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Abstract

This study analyses the concepts, attitudes and practices of 113 students from three major universities in different countries (Japan, Mexico and Spain) related to the process of coding to create multimedia presentations in an intercultural context. A project framed in two research groups has been developed to enhance coding skills in intercultural multimedia presentations. A Student t-test, a mixed questionnaire with a pretest-posttest design, a Wilcoxon test and interviews were administered to students using data triangulation. The results show that fostering intercultural multimedia activities and interaction using coding and communication tools in a university has several advantages regarding ICT skills. Research showed statistically significant efficacy regarding the ability of students to understand the management and use of multimedia content through block programming. Although there are just a few limitations related to Scratch programming language, students highlighted that Scratch is easy to use, funny and perfect for presentations and animations.

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