The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming

IF 4.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computing in Higher Education Pub Date : 2024-06-27 DOI:10.1007/s12528-024-09407-3

Jaewon Jung, Yoonhee Shin, HaeJin Chung, Mik Fanguy

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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.

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预培训类型对计算机编程中认知负荷、自我效能和问题解决的影响

本研究调查了预培训类型对计算机编程中的认知负荷、自我效能感和问题解决的影响。提供预培训的目的是帮助学习者获得与解决问题策略相关的图式。84 名本科生被随机分配到三组中的一组，每组都接受了三种不同类型的预培训：1）WOE（工作过的例子）和元认知支架；2）淡化的 WOE 和元认知支架；3）WOE 和淡化的元认知支架。训练前阶段结束后，对参与者的认知负荷、自我效能感和编程问题解决能力进行了分析。然后，在训练阶段，要求被试在淡化 WOE 和淡化元认知支架下尝试完成一个编程问题解决任务。培训阶段结束后，再次分析了学员的认知负荷、自我效能感和编程问题解决能力。研究结果表明，在训练前阶段提供认知支架（即 WOE 或淡化 WOE）和非淡化元认知支架对新手学习者优化认知负荷、促进自我效能感和提高编程问题解决能力是有效的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computing in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.10

自引率

3.60%

发文量

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.