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The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming 算例和元认知支架对问题解决程序设计的影响
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-16 DOI: 10.1177/07356331231174454
Yoonhee Shin, Jaewon Jung, Joerg Zumbach, Eunseon Yi
This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners’ knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: 1) task performance with a traditional WOE (TW), 2) task performance with a faded WOE (FW), 3) task performance with traditional WOE and metacognitive scaffolding (TWM), and 4) task performance with a faded WOE and metacognitive scaffolding (FWM). Over the course of 3 weeks, participants in these four groups were asked to solve programming problems using Python with WOE and metacognitive scaffolding. The results demonstrate that the provision of metacognitive scaffolding with faded WOE (FWM) is the most effective for problem-solving programming and self-regulation skills. In addition, an interaction effect exists between the two treatments for the germane load in FWM. Therefore, results in this study provide empirical insights into ways to effectively apply WOE and metacognitive scaffolding to problem-solving processes for programming-based complex problem-solving, especially for novice learners.
本研究探讨了在解决问题的编程中,例题和元认知支架对新手学习者的知识表现、认知负荷和自我调节技能的影响。126名计算机编程基础课程的本科生被随机分配到四组中的一组:1)传统WOE(TW)的任务表现,2)褪色WOE(FW)的工作表现,3)使用传统WOE和元认知支架(TWM)的工作成绩,以及4)褪色WOE和元认知框架(FWM)的工作表现。在3周的时间里,这四组的参与者被要求使用Python和WOE和元认知支架来解决编程问题。结果表明,提供具有褪色WOE(FWM)的元认知支架对解决问题的编程和自我调节技能最有效。此外,对于FWM中的锗烷负荷,两种处理之间存在相互作用效应。因此,本研究的结果为如何有效地将WOE和元认知支架应用于基于编程的复杂问题解决过程提供了经验见解,尤其是对于新手学习者。
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引用次数: 1
Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data 翻转课堂中学生学习方法、学习环境感知与学业成绩之间的关系:来自自我报告和过程数据的证据
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-08 DOI: 10.1177/07356331231162823
Feifei Han
This study examined the extent to which relations between students’ perceptions of the learning environment, academic achievement, and study approaches measured by both self-reported and process data were consistent amongst 323 engineering students in a flipped classroom course. A hierarchical cluster analysis on four self-reported scales identified deep and surface study approaches. Students reporting deep approaches obtained significantly better marks than those reporting surface approaches. An agglomerative sequence clustering on sequences of students’ online interactions found four observed study approaches: two focused on content and two focused on assessment. Students adopting content-focused approaches performed significantly better than those employing assessment-focused ones. Two cross-tabulations revealed consistency of relational patterns between perceptions of the learning environment and study approaches by self-reported or process data. Amongst students with better perceptions, a significantly higher proportion of them reported deep approaches than surface approaches. Amongst students using content-focused approaches, significantly higher proportions of them held positive perceptions than negative perceptions. The study results suggest to teachers that fostering a better learning environment, helping students understand how online and in-person components are integrated, and equipping them with knowledge and principles of flipped classroom learning would be useful to enhance students’ learning experiences in flipped classroom courses.
本研究调查了323名工程系学生在翻转课堂课程中对学习环境、学业成绩和学习方法的看法之间的关系,这些关系通过自我报告和过程数据来衡量。对四个自我报告量表的层次聚类分析确定了深度和表面研究方法。报告深度方法的学生比报告表面方法的学生获得了更好的分数。对学生在线互动序列的聚集序列聚类发现了四种观察到的研究方法:两种侧重于内容,两种侧重评估。采用以内容为中心的方法的学生表现明显好于采用以评估为中心的方式的学生。两个交叉表显示,通过自我报告或处理数据,对学习环境的感知和学习方法之间的关系模式是一致的。在认知能力更好的学生中,他们中有更高比例的人报告了深度方法而不是表面方法。在使用以内容为中心的方法的学生中,持积极看法的比例明显高于持消极看法的比例。研究结果向教师表明,营造一个更好的学习环境,帮助学生了解在线和面对面的组成部分是如何整合的,并为他们提供翻转课堂学习的知识和原则,将有助于增强学生在翻转课堂课程中的学习体验。
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引用次数: 1
Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review 幼儿计算机技术综合教育的系统文献综述
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-07 DOI: 10.1177/07356331231170383
Ruohan Liu, Feiya Luo, Maya Israel
Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this knowledge gap, this review investigated the current implementation of computing technologies in early childhood settings, the implementation of computing activities, the learning outcomes achieved by students, and the utilization of assessment strategies to evaluate student learning. Through a systematic review and synthesis of 31 empirical studies published between 2014 and 2020, this review identified: (1) Twenty-two computing technologies that feature three types of computing environments; (2) Eight types of learning activities to engage children in computing; (3) A variety of learning outcomes accomplished in cognitive and non-cognitive dimensions; (4) A wide range of assessment strategies to evaluate students’ outcomes in different dimensions. This review strengthened the evidence base for the benefits of teaching computing with technology to children, informed the design of age-appropriate computing technology and learning activities, and identified research gaps to inform future research. Implications were provided to inform the future design and delivery of computing instruction to early childhood learners.
技术已经成为教学的一个组成部分,但对如何利用它来支持幼儿期的计算机教育仍知之甚少。为了解决这一知识差距,本综述调查了计算技术在幼儿环境中的当前实施情况、计算活动的实施情况、学生取得的学习成果,以及评估学生学习的评估策略的使用情况。通过对2014年至2020年间发表的31项实证研究的系统回顾和综合,本综述确定:(1)22种计算技术,具有三种类型的计算环境;(2) 八种类型的学习活动,让儿童参与计算;(3) 在认知和非认知维度上完成的各种学习成果;(4) 广泛的评估策略,从不同维度评估学生的成绩。这项审查加强了向儿童教授技术计算的好处的证据基础,为设计适合年龄的计算技术和学习活动提供了信息,并确定了研究差距,为未来的研究提供了信息。为未来设计和向幼儿学习者提供计算机教学提供了启示。
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引用次数: 0
Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding 从游戏中学习模式识别技能:一款集成代数推理框架的在线模式识别教育手游的设计
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-29 DOI: 10.1177/07356331231171622
Yu-Chi Chen, Chih-yu Chao, H. Hou
Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding was designed to support learners' learning. Sixty participants were enrolled in this study, divided into a control group and an experimental group to compare the results and differences in game achievement, flow, anxiety, and motivation of participants with and without algebraic reasoning scaffolding. The results of the study showed that the participants in both groups had positive flow and motivation during the game, did not feel over-anxious, and there was no significant difference in the game achievement of the two groups. In addition, the game with the scaffolding may have the potential to make a positive correlation between game achievement and psychological status. The results of this study indicated that the game did not cause too much anxiety to the participants. The scaffolding-based design achieves the intended effect on the participants' assistance and facilitates the participants' engagement in pattern recognition problem solving. And as learners became more focused and engaged, they could also perform better in the game. This game mechanism can be used as a reference for designing pattern recognition games.
模式识别是计算思维中的一项重要技能。本研究将模式识别与代数推理相结合,开发了一款方程益智游戏,并设计了支架来支持学习者的学习。60名参与者被纳入这项研究,分为对照组和实验组,以比较有和没有代数推理支架的参与者在游戏成就、流量、焦虑和动机方面的结果和差异。研究结果显示,两组参与者在游戏中都有积极的流动性和动机,没有过度焦虑的感觉,两组的游戏成绩也没有显著差异。此外,有脚手架的游戏可能有可能在游戏成绩和心理状态之间产生正相关。这项研究的结果表明,游戏并没有给参与者带来太多的焦虑。基于脚手架的设计在参与者的帮助下达到了预期效果,并促进了参与者参与模式识别问题的解决。随着学习者变得更加专注和投入,他们也可以在游戏中表现得更好。该游戏机制可作为设计模式识别游戏的参考。
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引用次数: 0
Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction? 使用学徒模式促进小组学习:哪个大师在编程教学中更有效?
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-19 DOI: 10.1177/07356331231170382
Manuel B. Garcia
Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the methodological gaps in existing implementations warrant further research. This study conducted a three-armed cluster-randomized controlled trial to comparatively evaluate the social and cognitive effects of group learning pedagogies in computer programming. Following an apprenticeship model, each group has a designated master: drivers in pair programming (PP), peer leaders in peer-led team learning (PLTL), and practitioners in practitioner-assisted group learning (PAGL). In all course deliverables, the PP group received the lowest mean scores. Meanwhile, no significant difference was found between the PLTL and PAGL groups. Except for psychological safety, social factors such as task cohesion, interdependence, and group potency were significantly different between the groups. Both PLTL and PAGL groups reported a significant increase in social factors after 14 weeks of intervention. These findings provide a rationale for educational leaders and teachers to formulate curricular plans that integrate PLTL and PAGL in computer programming education. Overall, this study contributes to the literature on group learning, expands the pedagogies in computer programming, and serves as additional empirical evidence on cognitive apprenticeship and sociocultural perspectives of learning.
计算机编程对许多学生来说是一门很难的课程。先前的作品提倡小组学习教学法,以追求更高层次的推理和概念理解。然而,现有实施方法上的差距值得进一步研究。本研究采用三臂随机对照试验,比较评估小组学习教学法在计算机程序设计教学中的社会和认知效果。遵循学徒模式,每个小组都有一个指定的大师:结对编程(PP)的驱动者,同伴领导团队学习(PLTL)的同伴领导,以及实践者辅助小组学习(PAGL)的实践者。在所有课程成果中,PP组的平均分数最低。同时,PLTL组与PAGL组间无显著差异。除心理安全感外,任务凝聚力、相互依赖、群体效力等社会因素在群体间存在显著差异。在干预14周后,PLTL组和PAGL组都报告了社会因素的显著增加。这些发现为教育领导者和教师制定将PLTL和PAGL整合到计算机编程教育中的课程计划提供了理论依据。总的来说,本研究对小组学习的文献有贡献,扩展了计算机编程的教学法,并为认知学徒制和学习的社会文化视角提供了额外的经验证据。
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引用次数: 2
Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education 用基于绩效的程序设计教育评估平台支持小学生自主学习
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-13 DOI: 10.1177/07356331221143832
S. Kong, Bowen Liu
This study implemented and evaluated the innovative use of a performance-based assessment platform to support the development of self-regulated learning (SRL) in senior primary students as they completed programming tasks. We embedded SRL support features into a performance-based assessment platform as scaffolding to help the students implement problem-solving strategies. A mixed-methods approach was adopted to evaluate the intervention. The students’ perceptions of their SRL skills after working through the programming tasks were measured by a survey of 45 students. The quantitative results suggested that the students benefited from the performance-based assessment platform in developing their SRL skills. A thematic analysis of interview data from 20 students further indicated that the embedded SRL scaffolding and automatic marking function helped them to solve the programming tasks. The results demonstrate that a well-designed performance-based assessment platform with embedded SRL support can be an effective tool for developing students’ SRL. The qualitative results further revealed that algorithmic thinking is an aspect of programming for which students need more SRL support.
本研究实施并评估了一个基于绩效的评估平台的创新使用,以支持高年级小学生在完成编程任务时的自我调节学习(SRL)的发展。我们将SRL支持特性嵌入到基于性能的评估平台中,作为脚手架来帮助学生实现解决问题的策略。采用混合方法评价干预措施。在完成编程任务后,学生们对自己的SRL技能的看法是通过对45名学生的调查来衡量的。定量结果表明,基于绩效的评估平台对学生的SRL技能的发展有益。对20名学生访谈数据的专题分析进一步表明,嵌入式SRL脚手架和自动评分功能帮助他们解决了编程任务。结果表明,一个设计良好的基于绩效的评估平台,嵌入了SRL支持,可以成为开发学生SRL的有效工具。定性结果进一步表明,算法思维是学生需要更多SRL支持的编程方面。
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引用次数: 0
Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking 元认知规划支架在计算思维培养中的应用
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-13 DOI: 10.1177/07356331231160294
Ying Zhou, C. Chai, Xiuting Li, Chao Ma, Baoping Li, Ding Yu, Jyh‐Chong Liang
Computational thinking is a way of thinking that helps people “think like a computer scientist” to solve practical problems. However, practicing computational thinking through programming is dependent on the problem solvers’ metacognition. This study investigated students’ metacognitive planning and problem-solving performance in programming through two quantitative studies. First, we analyzed the performance of metacognitive planning and of problem solving through the programming of 21 freshmen, and found that the metacognitive planning performance related to “problem description” and “program comprehension” was significantly correlated with problem-solving performance. Second, semi-scaffolding and full-scaffolding were designed based on the first study. Another 89 freshmen were randomly divided into three groups and were asked to write their programming plan with no-scaffolding, semi-scaffolding, or with full-scaffolding. ANCOVA revealed that the problem-solving performance of the no-scaffolding group was significantly weaker than that of the other two groups, but there was no significant difference between the semi-scaffolding and the full-scaffolding groups. The study indicated that semi-scaffolding had a similar effect to full-scaffolding on problem-solving performance. The study suggests that teachers should emphasize supporting students’ “problem description” and “program comprehension” using semi-scaffolding. This scaffolding technique is sufficient and efficient for training students’ computational thinking through problem solving in programming.
计算思维是一种帮助人们“像计算机科学家一样思考”来解决实际问题的思维方式。然而,通过编程练习计算思维依赖于问题解决者的元认知。本研究通过两项定量研究考察了学生在程序设计中的元认知计划和问题解决表现。首先,我们分析了21名大一新生的元认知规划和通过编程解决问题的表现,发现与“问题描述”和“节目理解”相关的元认知规划表现与解决问题的表现显著相关。其次,在第一次研究的基础上设计了半支架和全支架。另外89名新生被随机分成三组,分别用无支架、半支架和全支架三种方式编写编程计划。ANCOVA结果显示,无支架组的问题解决能力明显弱于其他两组,而半支架组与全支架组的问题解决能力无显著差异。研究表明,半支架与完全支架在解决问题方面的效果相似。本研究建议教师应着重利用半脚手架来支持学生的“问题描述”和“程序理解”。这种支架式技术在编程中通过解决问题来训练学生的计算思维是充分而有效的。
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引用次数: 1
Impact of Teaching a Neuro-Computerized Course Through VLE to Develop Computational Thinking Among Mathematics Pre-service Teachers 通过VLE教授神经计算机课程对数学职前教师发展计算思维的影响
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-05 DOI: 10.1177/07356331231165099
Y. Abouelenein, Mohamed Ali Nagy Elmaadaway
The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year students of the mathematics department. To achieve the targeted learning outcomes, the study recruited (102) third-year students of the Faculty of Education and classified them into a control group of (50) students and an experimental group of (52) students. The experiment lasted for 14 weeks during one semester of the 2021-2022 academic year. The results agreed with most of what has been found from relevant literature and studies. Also, the results indicated that the NCVLE model played a vital role in the purposeful teaching, learning, and assessment processes and enhanced the learning of computational thinking.
本研究旨在确定通过虚拟学习环境(VLE)教授机械神经计算机课程以培养数学职前教师的计算思维的效果。设计了神经计算机虚拟学习环境(NCVLE)模型,用于数学系三年级学生的力学课程教学。为了实现有针对性的学习成果,该研究招募了(102)名教育学院三年级学生,并将他们分为(50)名学生的对照组和(52)名学生。该实验在2021-2022学年的一个学期持续了14周。这一结果与相关文献和研究中的大部分发现一致。此外,研究结果表明,NCVLE模型在有目的的教学、学习和评估过程中发挥了至关重要的作用,并增强了计算思维的学习。
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引用次数: 1
Revisiting Analogical Reasoning in Computing Education: Use of Similarities Between Robot Programming Tasks in Debugging 计算机教育中的类比推理:机器人编程任务在调试中的相似性
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-17 DOI: 10.1177/07356331221142912
Chanmin Kim, Emre Dinç, Eunseo Lee, Afaf Baabdullah, A. Y. Zhang, B. Belland
Analogical reasoning is considered to be a critical cognitive skill in programming. However, it has been rarely studied in a block-based programming context, especially involving both virtual and physical objects. In this multi-case study, we examined how novice programming learners majoring in early childhood education used analogical reasoning while debugging block code to make a robot perform properly. Screen recordings, scaffolding entries, reflections, and block code were analyzed. The cross-case analysis suggested multimodal objects enabled the novice programming learners to identify and use structural relations. The use of a robot eased the verification process by enabling them to test their analogies immediately after the analogy application. Noticing similar functional analogies led to noticing similarities in the relation between block code as well as between block code and the robot, guiding to locate bugs. Implications and directions for future educational computing research are discussed.
类比推理被认为是程序设计中的一项关键认知技能。然而,它很少在基于块的编程环境中进行研究,尤其是涉及虚拟和物理对象。在这项多案例研究中,我们考察了幼儿教育专业的编程初学者如何在调试块代码时使用类比推理来使机器人正常运行。对屏幕记录、脚手架条目、反射和块代码进行了分析。跨案例分析表明,多模态对象使编程初学者能够识别和使用结构关系。机器人的使用使他们能够在应用类比后立即测试自己的类比,从而简化了验证过程。注意到类似的功能类比会导致注意到块代码之间以及块代码与机器人之间关系的相似性,从而指导定位错误。讨论了未来教育计算研究的意义和方向。
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引用次数: 0
So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification 那么,为什么学生在游戏化课程中表现更好呢?理解教育游戏化中的动机风格
IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-17 DOI: 10.1177/07356331221127635
Jared R. Chapman, Tanner B. Kohler, Samuel K. Gedeborg
Research on gamification’s effects in educational environments has been a growing domain in recent years. As research has demonstrated the power of gamified systems to effectively motivate learners in educational settings, it has also become clear that not all individuals are motivated in the same way, or to the same extent, by the same gamified system. Patterns in individuals’ attitudes and behaviors in online gaming are commonly known as player types. Nearly all player-type models were developed in online gaming settings, though they are sometimes applied to educational environments. Because online gaming and educational gamification are different in important ways, player-type models developed in online gaming are not optimal tools for describing the individuals’ motivations in education or prescribing best practices for educational gamification design. In this paper we address this gap by presenting a motivational-style model developed in a gamified educational setting. Using principal component analysis on motivational data taken from gamified Organizational Behavior courses, we define a two-factor space including the following motivational dimensions: (1) social versus individual motivators and (2) utility versus accomplishment motivators. Within this space, we describe four motivational profiles: Citizen—being motivated by social assignments like group work and peer review; Pragmatist—being motivated by completing traditional assignments and exams; Gamer—being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; and Achiever—being motivated by improving one’s individual progress in a course. We also suggest best practices for designing educational gamification experiences optimized for students from each motivational type.
近年来,对游戏化在教育环境中的影响的研究一直是一个不断发展的领域。随着研究表明游戏化系统在教育环境中有效激励学习者的力量,也很明显,并非所有人都以相同的方式或在相同程度上受到同一游戏化系统的激励。个人在网络游戏中的态度和行为模式通常被称为玩家类型。几乎所有玩家类型的模型都是在在线游戏环境中开发的,尽管它们有时也应用于教育环境。由于在线游戏和教育游戏化在重要方面不同,在线游戏中开发的玩家类型模型并不是描述个人教育动机或规定教育游戏化设计最佳实践的最佳工具。在本文中,我们通过提出一个在游戏化教育环境中开发的动机风格模型来解决这一差距。利用对游戏化组织行为课程动机数据的主成分分析,我们定义了一个双因素空间,包括以下动机维度:(1)社会动机与个人动机;(2)效用动机与成就动机。在这个空间里,我们描述了四个动机简介:公民——被小组工作和同行评审等社会任务所激励;实用主义者——以完成传统作业和考试为动力;游戏玩家——受到游戏元素的激励,这些元素显示了一个人与同龄人相比的进步,并提供了社会强化反馈;成就者——通过提高个人在课程中的进步来激励自己。我们还建议了为每种动机类型的学生设计优化的教育游戏化体验的最佳实践。
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引用次数: 0
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Journal of Educational Computing Research
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