<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ebenezer Anohah</style></author><author><style face="normal" font="default" size="100%">Jarkko  Suhonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MEASURING EFFECT OF CULTURALLY RESPONSIVE LEARNING ENVIRONMENT FOR COMPUTING EDUCATION IN AFRICAN CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">computer attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">indigenous knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">integrationist approach</style></keyword><keyword><style  face="normal" font="default" size="100%">object-oriented concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">Oware game</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1224695</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">73</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-17</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Joseph Kizito  Bada</style></author><author><style face="normal" font="default" size="100%">Jarkko  Suhonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING AND EVALUATING COMPUTER GAMES: A PEDAGOGICAL PERSPECTIVE FOR HIV/AIDS PREVENTION IN SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer games</style></keyword><keyword><style  face="normal" font="default" size="100%">experiential learning</style></keyword><keyword><style  face="normal" font="default" size="100%">HIV/AIDS preventive education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406575878.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">33</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research report presents design, development and evaluation of computer games as a pedagogical approach for delivering HIV/AIDS preventive education to the lower level high school students within the age range of 13-18 years. The purpose of the research was to enable students to learn and test their understanding of HIV/AIDS basic knowledge and preventive measures using computer games. The models of the games were built using Empirical modeling approach together with experiential learning. Field experiment was used to demonstrate computer games in schools and questionnaire was used for game evaluation. Descriptive statistics and partial least square (pls) were used to analyze quantitative data from questionnaire. The results from analyzed data indicated that computer games influence learning outcome of HIV/AIDS preventive education. Based on the research results and experience in game design and game prototype demonstration in three lower level high schools, recommendation has been formulated for designing similar games for classroom use. The computer game is one of the components of digital learning environment for HIV/AIDS education. Other components include video games and online lessons with discussion forum. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-28</style></section></record></records></xml>