{"title":"The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming","authors":"Jaewon Jung, Yoonhee Shin, HaeJin Chung, Mik Fanguy","doi":"10.1007/s12528-024-09407-3","DOIUrl":null,"url":null,"abstract":"<p>This study investigated the effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Pre-training was provided to help learners acquire schemas related to problem-solving strategies. 84 undergraduate students were randomly assigned to one of three groups and each group received three different types of pre-training: 1) WOE (worked-out example) and metacognitive scaffolding, 2) faded WOE and metacognitive scaffolding, and 3) WOE and faded metacognitive scaffolding. After the pre-training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving skills were analyzed. Then, during the training phase, the participants were asked to attempt a programming problem-solving task with faded WOE and faded metacognitive scaffoldings. After the training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving were analyzed again. The findings revealed that providing both cognitive scaffolding (i.e., WOE or faded WOE) and non-faded metacognitive scaffolding during the pre-training phase is effective for novice learners for optimizing cognitive load, promoting self-efficacy, and enhancing programming problem-solving skills.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"359 1","pages":""},"PeriodicalIF":4.5000,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computing in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12528-024-09407-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigated the effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Pre-training was provided to help learners acquire schemas related to problem-solving strategies. 84 undergraduate students were randomly assigned to one of three groups and each group received three different types of pre-training: 1) WOE (worked-out example) and metacognitive scaffolding, 2) faded WOE and metacognitive scaffolding, and 3) WOE and faded metacognitive scaffolding. After the pre-training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving skills were analyzed. Then, during the training phase, the participants were asked to attempt a programming problem-solving task with faded WOE and faded metacognitive scaffoldings. After the training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving were analyzed again. The findings revealed that providing both cognitive scaffolding (i.e., WOE or faded WOE) and non-faded metacognitive scaffolding during the pre-training phase is effective for novice learners for optimizing cognitive load, promoting self-efficacy, and enhancing programming problem-solving skills.
期刊介绍:
Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education. Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design.