Peidi Gu, Zui Cheng, Cheng Miaoting, John Poggio, Yan Dong
{"title":"整合专案学习与自主学习,提升程式设计学习动机","authors":"Peidi Gu, Zui Cheng, Cheng Miaoting, John Poggio, Yan Dong","doi":"10.1111/jcal.70011","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study evaluated an integrated pedagogical method that combined Project-Based Learning (PBL) and Self-Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data analysis.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction levels.</p>\n </section>\n \n <section>\n \n <h3> Contribution</h3>\n \n <p>This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating Project-Based Learning With Self-Regulated Learning to Enhance Programming Learning Motivation\",\"authors\":\"Peidi Gu, Zui Cheng, Cheng Miaoting, John Poggio, Yan Dong\",\"doi\":\"10.1111/jcal.70011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study evaluated an integrated pedagogical method that combined Project-Based Learning (PBL) and Self-Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data analysis.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction levels.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Contribution</h3>\\n \\n <p>This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 2\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-03-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70011\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70011","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Integrating Project-Based Learning With Self-Regulated Learning to Enhance Programming Learning Motivation
Background
Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas.
Objectives
This study evaluated an integrated pedagogical method that combined Project-Based Learning (PBL) and Self-Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner-centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation.
Methods
The study used a pre- and post-test quasi-experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one-way analysis of covariance (ANCOVA) was the principal method for data analysis.
Results and Conclusions
The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self-efficacy and course satisfaction levels.
Contribution
This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses.
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