The Effects of Self-Explanation on Secondary School Students' Computational Thinking and Programming Behaviour

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-07 DOI:10.1111/jcal.70116

Peng Chen, Dong Yang, Jia Zhao, Shu Yang, Jari Lavonen

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引用次数: 0

Abstract

Background

Computational thinking (CT) refers to the ability to represent problems, design solutions and migrate solutions computationally. While previous studies have shown that self-explanation can enhance students' learning, few empirical studies have examined the effects of using different self-explanation prompts to cultivate students' CT skills.

Objectives

This study aimed to investigate the effects of self-explanation on students' CT skills and programming behaviours.

Methods

Using a quasi-experimental design, 60 7th-grade students were recruited to participate in a 5-week programme. They were randomly assigned to one of three conditions: a group that received scaffolded self-explanation prompts (n = 20), a group that received open-ended self-explanation prompts (n = 20) or a control group that received no self-explanation prompts (n = 20). A series of analyses of covariance (ANCOVAs) were conducted to explore the effects of self-explanation on learning CT skills, and lag sequential analysis (LSA) was used to examine the behavioural patterns and traits exhibited by participants in these three groups throughout the programming learning process.

Results and Conclusions

The results revealed that the students in the experimental groups (i.e., both the scaffolded and the open-ended self-explanation groups) exhibited significantly better CT skills than did those in the control group. Additionally, the students in the experimental groups exhibited more logical and systematic thinking behaviours (e.g., explanations, conclusions, operational simulations and predictions) than did those in the control group. Overall, our findings provide valuable insights that can support the design of instructional strategies to promote students' CT through programming.

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自我解释对中学生计算思维和程序设计行为的影响

计算思维（Computational thinking， CT）是指用计算的方式表达问题、设计解决方案和迁移解决方案的能力。虽然以往的研究表明，自我解释可以促进学生的学习，但很少有实证研究考察使用不同的自我解释提示来培养学生的CT技能的效果。目的探讨自我解释对学生CT技能和编程行为的影响。方法采用准实验设计，招募60名七年级学生参加为期5周的项目。他们被随机分配到三种情况中的一种：一组接受脚手架式的自我解释提示（n = 20），一组接受开放式的自我解释提示（n = 20），另一组没有接受自我解释提示（n = 20）。采用协方差分析（ANCOVAs）探讨自我解释对计算机编程技能学习的影响，并采用滞后序列分析（LSA）考察三组参与者在编程学习过程中表现出的行为模式和特征。结果与结论实验组（即架空自我解释组和开放式自我解释组）学生的CT技能明显优于对照组。此外，实验组的学生比对照组的学生表现出更多的逻辑性和系统性思维行为（例如，解释、结论、操作模拟和预测）。总的来说，我们的研究结果提供了有价值的见解，可以支持设计教学策略，通过编程来促进学生的CT。

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