Exploring Clusters of Novice Programmers’ Anxiety-Induced Behaviors During Block- and Text-Based Coding: A Predictive and Moderation Analysis of Programming Quality and Error Debugging Skills

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Computing Research Pub Date : 2024-07-31 DOI:10.1177/07356331241270707
Abdullahi Yusuf, Amiru Yusuf Muhammad
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Abstract

The study investigates the potential of anxiety clusters in predicting programming performance in two distinct coding environments. Participants comprised 83 second-year programming students who were randomly assigned to either a block-based or a text-based group. Anxiety-induced behaviors were assessed using physiological measures (Apple Watch and Electrocardiogram machine), behavioral observation, and self-report. Utilizing the Hidden Markov Model and Optimal Matching algorithm, we found three representative clusters in each group. In the block-based group, clusters were designated as follows: “stay calm” (students allocating more of their time to a calm state), “stay hesitant” (students allocating more of their time to a hesitant state), and “to-calm” (those allocating minimal time to a hesitant and anxious state but displaying a pronounced propensity to transition to a calm state). In contrast, clusters in the text-based group were labeled as: “to-hesitant” (exhibiting a higher propensity to transition to a hesitant state), “stay hesitant” (allocating significant time to a hesitant state), and “stay anxious” (remaining persistently anxious in a majority of the coding time). Additionally, our results indicate that novice programmers are more likely to experience anxiety during text-based coding. We discussed the findings and highlighted the policy implications of the study.
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探索程序员新手在块编码和基于文本的编码过程中因焦虑而产生的行为集群:编程质量和错误调试技能的预测和调节分析
本研究调查了焦虑集群在预测两种不同编码环境下的编程成绩方面的潜力。参与者包括 83 名编程专业二年级学生,他们被随机分配到基于区块或基于文本的小组。焦虑引起的行为通过生理测量(苹果手表和心电图机)、行为观察和自我报告进行评估。利用隐马尔可夫模型和最优匹配算法,我们在每组中找到了三个具有代表性的聚类。在基于区块的小组中,群组被指定如下:"保持平静"(学生将更多的时间用于平静状态)、"保持犹豫"(学生将更多的时间用于犹豫状态)和 "转为平静"(学生将极少的时间用于犹豫和焦虑状态,但表现出明显的向平静状态过渡的倾向)。相比之下,文本组中的群组被标记为"犹豫"(表现出较高的过渡到犹豫状态的倾向)、"保持犹豫"(将大量时间分配给犹豫状态)和 "保持焦虑"(在大部分编码时间内持续焦虑)。此外,我们的研究结果表明,程序员新手在进行文本编码时更容易感到焦虑。我们讨论了研究结果,并强调了本研究的政策含义。
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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