Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning: An Innovative Approach to Enhance Learning Outcomes in Introductory Programming

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-03 DOI:10.1111/jcal.70121

Ting-Ting Wu, Hsin-Yu Lee, Pei-Hua Chen, Wei-Sheng Wang, Yueh-Min Huang

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引用次数: 0

Abstract

Background

Conventional reflective learning methodologies in programming education often lack structured guidance and individualised feedback, limiting their pedagogical effectiveness. Whilst computational thinking (CT) offers a systematic problem-solving framework with decomposition, pattern recognition, abstraction, and algorithm design, its potential application as a diagnostic instrument for reflection remains insufficiently explored within programming education.

Objectives

This study aims to develop and evaluate a CT-based diagnostic reflective report system as a technological intervention to facilitate structured reflective learning in programming education. Furthermore, it investigates the impact of this system on knowledge construction, higher-order thinking skills (HOTS), and project performance within an introductory Python programming course.

Methods

The study employed a quasi-experimental design spanning two academic semesters, involving 82 undergraduate students randomly assigned to experimental (n = 42) and control (n = 40) groups. The experimental group utilised weekly CT-based diagnostic reflective reports, whilst the control group engaged in traditional reflective practises. The curriculum integrated Python programming with Raspberry Pi embedded systems. Assessment measures included pre- and post-tests for knowledge construction, a validated questionnaire for HOTS evaluation, and the Creative Product Analysis Matrix (CPAM) for project performance assessment.

Results and Conclusions

Implementation of the CT-based diagnostic reflective report system demonstrated statistically significant improvements in knowledge construction, critical thinking, and problem-solving skills compared to traditional approaches. Project performance metrics, including valuable, logical, useful, understandable, and well-crafted, showed marked enhancement. However, no significant impact was observed regarding creativity. These findings substantiate the efficacy of integrating CT diagnostic mechanisms with reflective learning practises.

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整合计算思维、诊断机制和反思性学习：提高程序设计导论学习成果的创新方法

编程教育中传统的反思性学习方法往往缺乏结构化的指导和个性化的反馈，限制了其教学效果。虽然计算思维（CT）提供了一个系统的问题解决框架，包括分解、模式识别、抽象和算法设计，但其作为反思诊断工具的潜在应用在编程教育中仍未得到充分探索。本研究旨在开发并评估基于ct的诊断性反思报告系统，作为一种技术干预，以促进程序设计教育中的结构化反思学习。此外，它还调查了该系统在入门Python编程课程中对知识构建、高阶思维技能（HOTS）和项目性能的影响。方法采用准实验设计，将82名本科生随机分为试验组（n = 42）和对照组（n = 40）。实验组采用每周一次的基于ct的诊断性反思报告，而对照组则采用传统的反思实践。该课程将Python编程与树莓派嵌入式系统集成在一起。评估措施包括知识构建的前后测试，HOTS评估的有效问卷，以及项目绩效评估的创意产品分析矩阵（CPAM）。与传统方法相比，实施基于ct的诊断反思报告系统在知识构建、批判性思维和解决问题能力方面表现出统计学上显著的改善。项目性能度量，包括有价值的、合乎逻辑的、有用的、可理解的和精心设计的，显示出显著的增强。然而，在创造力方面没有观察到显著的影响。这些发现证实了将CT诊断机制与反思性学习实践相结合的有效性。

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