Yi-Pin Huang
Biographic Data
| ID | 9612148 |
|---|---|
| NAME | Yi-Pin Huang |
| GIVEN NAMES | Yi-Pin |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG Y |
| AFFILIATIONS | Wenzhou University |
| ORCID | 0000-0002-4744-5096 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring differences in the cognitive and metacognitive scaffolding use of high and low working memory students in block-based programming
This study aimed to clarify how elementary school students’ programming performance could be affected by scaffolding types, and how high and low working memory students profited from the intervention. The impact of different scaffolding types was empirically scrutinized with four conditions: cognitive scaffolding, metacognitive scaffolding, a combination of cognitive and metacognitive scaffolding (mixed), or no scaffolding. Students were classifi…
Promoting elementary school students’ programming learning
Programming is an indispensable ability in the current era of artificial intelligence. It has become a topic of interest for educators and researchers to explore the effective instructional strategies to improve students’ programming knowledge and skills. Cognitive and metacognitive scaffolding have proven to have the potential to facilitate programming performance. However, their comparative effects on programming performance have received scant…
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
No prominent works on this page.
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
Exploring differences in the cognitive and metacognitive scaffolding use of high and low working memory students in block-based programming
This study aimed to clarify how elementary school students’ programming performance could be affected by scaffolding types, and how high and low working memory students profited from the intervention. The impact of different scaffolding types was empirically scrutinized with four conditions: cognitive scaffolding, metacognitive scaffolding, a combination of cognitive and metacognitive scaffolding (mixed), or no scaffolding. Students were classifi…
Promoting elementary school students’ programming learning
Programming is an indispensable ability in the current era of artificial intelligence. It has become a topic of interest for educators and researchers to explore the effective instructional strategies to improve students’ programming knowledge and skills. Cognitive and metacognitive scaffolding have proven to have the potential to facilitate programming performance. However, their comparative effects on programming performance have received scant…
Cognition (3 works) · Innovative Teaching and Learning Methods (3 works) · Metacognition (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Scaffold (2 works) · Teaching and Learning Programming (2 works) · Argumentation theory (1 works) · Argumentative (1 works)