基于行为序列了解学生解决计算思维问题的行为过程特征

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Computing Research Pub Date : 2024-04-30 DOI:10.1177/07356331241251397
Qing Guo, Huan Li, Sha Zhu
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引用次数: 0

摘要

以往的研究没有充分探讨学生在解决不同难度的计算思维(CT)问题时的行为过程,从而限制了对学生详细的计算思维发展特征的了解。本研究试图填补这一空白,采用游戏化的多难度 CT 项目来计算综合行为序列质量指标。然后,通过潜在特征分析,我们确定了行为过程的四个不同的潜在类别。然后,我们研究了这些类别在游戏中的表现差异,发现了每个类别的独特属性。无论项目难度如何,第一类学生始终表现出高质量、高效率的行为序列。与此相反,二班学生运用了大量的认知努力和试错策略,尽管行为序列质量较低,但仍取得了可接受的分数。三班学生在较简单的题目中表现出色,但在较复杂的题目中却乏善可陈。四班学生对高难度题目的积极性不高,往往很快就能猜出答案。此外,我们还研究了学生在游戏化项目中的表现及其行为过程班级对其外部 CT 测试成绩的预测价值。研究最后阐述了研究人员的理论意义和教师在 CT 培养方面的实践建议。
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Understanding the Characteristics of Students’ Behavioral Processes in Solving Computational Thinking Problems Based on the Behavioral Sequences
Previous research has not adequately explored students’ behavioral processes when addressing computational thinking (CT) problems of varying difficulty, limiting insights into students’ detailed CT development characteristics. This study seeks to fill this gap by employing gamified CT items across multiple difficulty levels to calculate comprehensive behavioral sequence quality indicators. And then, through latent profile analysis, we identified four distinct latent classes of behavioral process. We then examined the in-game performance differences among these classes, uncovering each class’s unique attributes. Class 1 students consistently demonstrated high-quality, efficient behavioral sequences regardless of item difficulty. In contrast, class 2 students applied significant cognitive effort and trial-and-error strategies, achieving acceptable scores despite low behavioral sequence quality. Class 3 students excelled in simpler items but faltered with more complex ones. Class 4 students displayed low motivation for challenging items, often guessing answers quickly. Additionally, we investigated the predictive value of students’ performance in gamified items and their behavioral process classes for their external CT test scores. The study finally elaborated on the theoretical implications for researchers and the practical suggestions for teachers in CT cultivation.
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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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