Unravelling the Computational Thinking and Spatial Thinking Development: An Exploration of a Virtual Robot Programming Environment

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-02-20 DOI:10.1111/jcal.70007

Xin Gong, Weiqi Xu, Ailing Qiao, Zhixia Li

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引用次数: 0

Abstract

Background

Robot programming can simultaneously cultivate learners' computational thinking (CT) and spatial thinking (ST). However, there is a noticeable gap in research focusing on the micro-level development patterns of learners' CT and ST and their interconnections.

Objectives

This study aims to uncover the intricate development patterns and interrelations between learners' CT and ST at a micro level within a robot programming environment.

Methods

Thirty middle school students participated in the study and completed SOLO robot programming tasks. Process data on their online programming behaviour were collected through programming platform log data, screen recordings and synchronised think-aloud audio, while result data were obtained through CT and ST standardised tests. The data were then analysed using cluster analysis, process mining techniques, Kruskal–Wallis, and Spearman analysis.

Results and Conclusions

The results revealed three clusters of learner types (i.e., masters, debuggers and beginners). Masters skilfully employed both CT and ST, while debuggers effectively activated ST through feedback. Beginners, however, showed lower proficiency in both. Notably, their CT structures demonstrated bidirectional thinking, top-down systematic programming and bottom-up debugging methods. The intrinsic developmental structure of ST shifted from direction language to spatial behaviour. Furthermore, ST and CT were mutually enhanced and mental rotation in ST is positioned as a foundational skill for CT.

Implications

These findings contribute to a deeper understanding of learners' intrinsic thinking processes and offer essential guidance for optimising programming education.

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揭示计算思维和空间思维的发展：虚拟机器人编程环境的探索

机器人编程可以同时培养学习者的计算思维（CT）和空间思维（ST）。然而，对于学习者的CT和ST的微观发展模式及其相互联系的研究还存在明显的空白。本研究旨在揭示机器人编程环境下学习者CT和ST在微观层面的复杂发展模式和相互关系。方法30名中学生参与研究，完成SOLO机器人编程任务。通过编程平台日志数据、屏幕录音和同步有声思维音频收集他们在线编程行为的过程数据，通过CT和ST标准化测试获得结果数据。然后使用聚类分析、过程挖掘技术、Kruskal-Wallis和Spearman分析对数据进行分析。结果与结论结果显示学习者类型分为三类：大师、调试者和初学者。大师熟练地运用了CT和ST，而调试者则通过反馈有效地激活了ST。然而，初学者在这两方面的熟练程度都较低。值得注意的是，他们的CT结构体现了双向思维，自上而下的系统编程和自下而上的调试方法。语言的内在发展结构从方向语言转向空间行为。此外，ST和CT是相互促进的，ST中的心理旋转被定位为CT的基础技能。这些发现有助于更深入地了解学习者的内在思维过程，并为优化编程教育提供必要的指导。

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 Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope