The Impact of Inquiry-based Integrated STEM on Student’s Perception of Learning Science and Computer Programming

Abstract

The study proposed an inquiry -based integrated STEM activity to guide students in game design and investigated its impact on student’s perceptions of learning science and computer programming. The participants were 49 university students who participated in Web game design programming course . The results showed that the activity reduced students’ conception of test -to-learn, and enhanced their surface and deep learning m otivation and deep strategy in learning science. Moreover, students perceived a higher computer programming self-efficacy in terms of logical thinking, algorithm, debug, and cooperation. The findings of the study provide practical suggestions for the guildance of game design.