Journal of Educational Computing Research最新文献_第8页

The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming 算例和元认知支架对问题解决程序设计的影响

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-16 DOI: 10.1177/07356331231174454

Yoonhee Shin, Jaewon Jung, Joerg Zumbach, Eunseon Yi

{"title":"The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming","authors":"Yoonhee Shin, Jaewon Jung, Joerg Zumbach, Eunseon Yi","doi":"10.1177/07356331231174454","DOIUrl":"https://doi.org/10.1177/07356331231174454","url":null,"abstract":"This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners’ knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: 1) task performance with a traditional WOE (TW), 2) task performance with a faded WOE (FW), 3) task performance with traditional WOE and metacognitive scaffolding (TWM), and 4) task performance with a faded WOE and metacognitive scaffolding (FWM). Over the course of 3 weeks, participants in these four groups were asked to solve programming problems using Python with WOE and metacognitive scaffolding. The results demonstrate that the provision of metacognitive scaffolding with faded WOE (FWM) is the most effective for problem-solving programming and self-regulation skills. In addition, an interaction effect exists between the two treatments for the germane load in FWM. Therefore, results in this study provide empirical insights into ways to effectively apply WOE and metacognitive scaffolding to problem-solving processes for programming-based complex problem-solving, especially for novice learners.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"1312 - 1331"},"PeriodicalIF":4.8,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48590816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data 翻转课堂中学生学习方法、学习环境感知与学业成绩之间的关系:来自自我报告和过程数据的证据

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-08 DOI: 10.1177/07356331231162823

Feifei Han

{"title":"Relations between Students’ Study Approaches, Perceptions of the Learning Environment, and Academic Achievement in Flipped Classroom Learning: Evidence from Self-Reported and Process Data","authors":"Feifei Han","doi":"10.1177/07356331231162823","DOIUrl":"https://doi.org/10.1177/07356331231162823","url":null,"abstract":"This study examined the extent to which relations between students’ perceptions of the learning environment, academic achievement, and study approaches measured by both self-reported and process data were consistent amongst 323 engineering students in a flipped classroom course. A hierarchical cluster analysis on four self-reported scales identified deep and surface study approaches. Students reporting deep approaches obtained significantly better marks than those reporting surface approaches. An agglomerative sequence clustering on sequences of students’ online interactions found four observed study approaches: two focused on content and two focused on assessment. Students adopting content-focused approaches performed significantly better than those employing assessment-focused ones. Two cross-tabulations revealed consistency of relational patterns between perceptions of the learning environment and study approaches by self-reported or process data. Amongst students with better perceptions, a significantly higher proportion of them reported deep approaches than surface approaches. Amongst students using content-focused approaches, significantly higher proportions of them held positive perceptions than negative perceptions. The study results suggest to teachers that fostering a better learning environment, helping students understand how online and in-person components are integrated, and equipping them with knowledge and principles of flipped classroom learning would be useful to enhance students’ learning experiences in flipped classroom courses.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"1252 - 1274"},"PeriodicalIF":4.8,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review 幼儿计算机技术综合教育的系统文献综述

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-05-07 DOI: 10.1177/07356331231170383

Ruohan Liu, Feiya Luo, Maya Israel

{"title":"Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review","authors":"Ruohan Liu, Feiya Luo, Maya Israel","doi":"10.1177/07356331231170383","DOIUrl":"https://doi.org/10.1177/07356331231170383","url":null,"abstract":"Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this knowledge gap, this review investigated the current implementation of computing technologies in early childhood settings, the implementation of computing activities, the learning outcomes achieved by students, and the utilization of assessment strategies to evaluate student learning. Through a systematic review and synthesis of 31 empirical studies published between 2014 and 2020, this review identified: (1) Twenty-two computing technologies that feature three types of computing environments; (2) Eight types of learning activities to engage children in computing; (3) A variety of learning outcomes accomplished in cognitive and non-cognitive dimensions; (4) A wide range of assessment strategies to evaluate students’ outcomes in different dimensions. This review strengthened the evidence base for the benefits of teaching computing with technology to children, informed the design of age-appropriate computing technology and learning activities, and identified research gaps to inform future research. Implications were provided to inform the future design and delivery of computing instruction to early childhood learners.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"1275 - 1311"},"PeriodicalIF":4.8,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44371048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding 从游戏中学习模式识别技能：一款集成代数推理框架的在线模式识别教育手游的设计

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-04-29 DOI: 10.1177/07356331231171622

Yu-Chi Chen, Chih-yu Chao, H. Hou

{"title":"Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding","authors":"Yu-Chi Chen, Chih-yu Chao, H. Hou","doi":"10.1177/07356331231171622","DOIUrl":"https://doi.org/10.1177/07356331231171622","url":null,"abstract":"Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding was designed to support learners' learning. Sixty participants were enrolled in this study, divided into a control group and an experimental group to compare the results and differences in game achievement, flow, anxiety, and motivation of participants with and without algebraic reasoning scaffolding. The results of the study showed that the participants in both groups had positive flow and motivation during the game, did not feel over-anxious, and there was no significant difference in the game achievement of the two groups. In addition, the game with the scaffolding may have the potential to make a positive correlation between game achievement and psychological status. The results of this study indicated that the game did not cause too much anxiety to the participants. The scaffolding-based design achieves the intended effect on the participants' assistance and facilitates the participants' engagement in pattern recognition problem solving. And as learners became more focused and engaged, they could also perform better in the game. This game mechanism can be used as a reference for designing pattern recognition games.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"1232 - 1251"},"PeriodicalIF":4.8,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43362032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction? 使用学徒模式促进小组学习:哪个大师在编程教学中更有效?

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-04-19 DOI: 10.1177/07356331231170382

Manuel B. Garcia

{"title":"Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction?","authors":"Manuel B. Garcia","doi":"10.1177/07356331231170382","DOIUrl":"https://doi.org/10.1177/07356331231170382","url":null,"abstract":"Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the methodological gaps in existing implementations warrant further research. This study conducted a three-armed cluster-randomized controlled trial to comparatively evaluate the social and cognitive effects of group learning pedagogies in computer programming. Following an apprenticeship model, each group has a designated master: drivers in pair programming (PP), peer leaders in peer-led team learning (PLTL), and practitioners in practitioner-assisted group learning (PAGL). In all course deliverables, the PP group received the lowest mean scores. Meanwhile, no significant difference was found between the PLTL and PAGL groups. Except for psychological safety, social factors such as task cohesion, interdependence, and group potency were significantly different between the groups. Both PLTL and PAGL groups reported a significant increase in social factors after 14 weeks of intervention. These findings provide a rationale for educational leaders and teachers to formulate curricular plans that integrate PLTL and PAGL in computer programming education. Overall, this study contributes to the literature on group learning, expands the pedagogies in computer programming, and serves as additional empirical evidence on cognitive apprenticeship and sociocultural perspectives of learning.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"130 2","pages":"1207 - 1231"},"PeriodicalIF":4.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education 用基于绩效的程序设计教育评估平台支持小学生自主学习

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-04-13 DOI: 10.1177/07356331221143832

S. Kong, Bowen Liu

{"title":"Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education","authors":"S. Kong, Bowen Liu","doi":"10.1177/07356331221143832","DOIUrl":"https://doi.org/10.1177/07356331221143832","url":null,"abstract":"This study implemented and evaluated the innovative use of a performance-based assessment platform to support the development of self-regulated learning (SRL) in senior primary students as they completed programming tasks. We embedded SRL support features into a performance-based assessment platform as scaffolding to help the students implement problem-solving strategies. A mixed-methods approach was adopted to evaluate the intervention. The students’ perceptions of their SRL skills after working through the programming tasks were measured by a survey of 45 students. The quantitative results suggested that the students benefited from the performance-based assessment platform in developing their SRL skills. A thematic analysis of interview data from 20 students further indicated that the embedded SRL scaffolding and automatic marking function helped them to solve the programming tasks. The results demonstrate that a well-designed performance-based assessment platform with embedded SRL support can be an effective tool for developing students’ SRL. The qualitative results further revealed that algorithmic thinking is an aspect of programming for which students need more SRL support.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"977 - 1007"},"PeriodicalIF":4.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking 元认知规划支架在计算思维培养中的应用

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-04-13 DOI: 10.1177/07356331231160294

Ying Zhou, C. Chai, Xiuting Li, Chao Ma, Baoping Li, Ding Yu, Jyh‐Chong Liang

{"title":"Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking","authors":"Ying Zhou, C. Chai, Xiuting Li, Chao Ma, Baoping Li, Ding Yu, Jyh‐Chong Liang","doi":"10.1177/07356331231160294","DOIUrl":"https://doi.org/10.1177/07356331231160294","url":null,"abstract":"Computational thinking is a way of thinking that helps people “think like a computer scientist” to solve practical problems. However, practicing computational thinking through programming is dependent on the problem solvers’ metacognition. This study investigated students’ metacognitive planning and problem-solving performance in programming through two quantitative studies. First, we analyzed the performance of metacognitive planning and of problem solving through the programming of 21 freshmen, and found that the metacognitive planning performance related to “problem description” and “program comprehension” was significantly correlated with problem-solving performance. Second, semi-scaffolding and full-scaffolding were designed based on the first study. Another 89 freshmen were randomly divided into three groups and were asked to write their programming plan with no-scaffolding, semi-scaffolding, or with full-scaffolding. ANCOVA revealed that the problem-solving performance of the no-scaffolding group was significantly weaker than that of the other two groups, but there was no significant difference between the semi-scaffolding and the full-scaffolding groups. The study indicated that semi-scaffolding had a similar effect to full-scaffolding on problem-solving performance. The study suggests that teachers should emphasize supporting students’ “problem description” and “program comprehension” using semi-scaffolding. This scaffolding technique is sufficient and efficient for training students’ computational thinking through problem solving in programming.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"1123 - 1142"},"PeriodicalIF":4.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46891473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Impact of Teaching a Neuro-Computerized Course Through VLE to Develop Computational Thinking Among Mathematics Pre-service Teachers 通过VLE教授神经计算机课程对数学职前教师发展计算思维的影响

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-04-05 DOI: 10.1177/07356331231165099

Y. Abouelenein, Mohamed Ali Nagy Elmaadaway

引用次数: 1

Revisiting Analogical Reasoning in Computing Education: Use of Similarities Between Robot Programming Tasks in Debugging 计算机教育中的类比推理:机器人编程任务在调试中的相似性

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-03-17 DOI: 10.1177/07356331221142912

Chanmin Kim, Emre Dinç, Eunseo Lee, Afaf Baabdullah, A. Y. Zhang, B. Belland

引用次数: 0

So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification 那么，为什么学生在游戏化课程中表现更好呢？理解教育游戏化中的动机风格

IF 4.8 2区教育学

Journal of Educational Computing Research Pub Date : 2023-03-17 DOI: 10.1177/07356331221127635

Jared R. Chapman, Tanner B. Kohler, Samuel K. Gedeborg

{"title":"So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification","authors":"Jared R. Chapman, Tanner B. Kohler, Samuel K. Gedeborg","doi":"10.1177/07356331221127635","DOIUrl":"https://doi.org/10.1177/07356331221127635","url":null,"abstract":"Research on gamification’s effects in educational environments has been a growing domain in recent years. As research has demonstrated the power of gamified systems to effectively motivate learners in educational settings, it has also become clear that not all individuals are motivated in the same way, or to the same extent, by the same gamified system. Patterns in individuals’ attitudes and behaviors in online gaming are commonly known as player types. Nearly all player-type models were developed in online gaming settings, though they are sometimes applied to educational environments. Because online gaming and educational gamification are different in important ways, player-type models developed in online gaming are not optimal tools for describing the individuals’ motivations in education or prescribing best practices for educational gamification design. In this paper we address this gap by presenting a motivational-style model developed in a gamified educational setting. Using principal component analysis on motivational data taken from gamified Organizational Behavior courses, we define a two-factor space including the following motivational dimensions: (1) social versus individual motivators and (2) utility versus accomplishment motivators. Within this space, we describe four motivational profiles: Citizen—being motivated by social assignments like group work and peer review; Pragmatist—being motivated by completing traditional assignments and exams; Gamer—being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; and Achiever—being motivated by improving one’s individual progress in a course. We also suggest best practices for designing educational gamification experiences optimized for students from each motivational type.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"61 1","pages":"927 - 950"},"PeriodicalIF":4.8,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0