An Empirical Evaluation of Online Cooperative Programming Platforms Based on the PACT Framework and Technology Readiness

Abstract

Programming instruction helps students develop critical-thinking and problem-solving skills, and is also important for the development of professional talent in the information technology sector. Cooperative learning has been shown to promote innovative educational applications while enhancing learning motivation and performance. Referring to the People, Activities, Context, Technologies (PACT) framework and the theory of technology readiness, this study explores factors that affect continued use intention and learning performance for students using an online cooperative programming (OCP) platform. A total of 120 students were invited to participate in the programming course. Students were asked to complete programming projects on the OCP platform and fill out a questionnaire. A causal model was proposed and examined using a partial least squares regression. The results show that optimism/ innovativeness in technology readiness and trust among team members both have a positive impact on user satisfaction using the platform. In addition, both user satisfaction and trust encourage continued use intention and improve learning performance. The findings can help educators and researchers promote the development of programming teaching and learning.