The determinants of impact of personal traits on computational thinking with programming instruction
Bibliographic Data
| ID | 21631375 |
|---|---|
| Authors | Yuan-Chen Liu (National Taipei University of Education), Yuan‐Chen Liu (National Taipei University of Education), Tzu-Hua Huang (University of Taipei), Tzu‐Hua Huang (0000-0003-3005-917X, University of Taipei, corresponding author), Chia-Ling Sung (Taipei Municipal Nan Hu Elementary School, Taipei City, Taiwan) |
| Year | 2023 |
| Volume | 31 |
| Issue | 8 |
| Pages | 4835-4849 |
| Publication date | 2023-11-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2021.1983610 |
| OpenAlex | W3203659897 |
| Language | EN |
| Citations received | 7 |
| References cited | 45 |
Computational thinking is an important skill in computer science since the 1960s, and it is closely related to problem solving. Almost all research related to computational thinking mentions problem solving. Although some research has been conducted on computational thinking, few studies examined the impact of personal traits on students’ computation thinking skills and problem solving. This study modeled cooperative attitudes of programming, learning style, self-regulation, and enjoyment as its key elements, investigated personal traits as predictors of problem-solving skills, and examined the correlation between variables and computational thinking. The 252 research participants were all sixth-grade students in an elementary school in Taipei, Taiwan. After a 10-week experimental curriculum, a posttest was conducted, and a total of 244 observations were collected. Correlation and regression analyses show that computational thinking is positively correlated with problem-solving skills, and learning style has the predictive ability for computational thinking. Furthermore, cooperative attitude and self-regulation of programming are important variables for predicting problem-solving skills; the degree of students’ enjoyment in the curriculum will affect the cooperative attitude and self-regulation of their programming. In summary, the personal traits above could improve the participants’ problem-solving skills hierarchically and help them achieve better computational thinking
Cognition · Cognitive style · Computational Thinking · Critical thinking · Curriculum · Mathematics education · Pedagogy · Computer Science · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology · Teaching and Learning Programming
Enhancing elementary school students' computational thinking and programming learning with graphic organizers
Exploring relationships among students' computational thinking skills, emotions, and cognitive load using simulation games in primary education
Roles of programming self-efficacy, cognitive styles, and self-regulated learning strategies on computational thinking in computer programming
Different programming approaches on primary students’ computational thinking
Effect of Visual Programming Instruction on Students' Flow Experience, Programming Self‐Efficacy, and Sustained Willingness to Learn
The Impact of Gender, Academic Performance, and Programming Ability on Computational Thinking
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition
Assessing the effects of gamification in the classroom
Demystifying computational thinking
Assessing elementary students’ computational thinking in everyday reasoning and robotics programming
A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education
Measuring emotions in students’ learning and performance
Bringing computational thinking to K-12
Positive psychology
Effect of design-based learning on elementary students computational thinking skills in visual programming maker course
Educational games promote the development of students’ computational thinking
Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy
Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children
Aiding the search
Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
Attempted Validation of the Scores of the Vark
Relation of reward contingency and interpersonal context to intrinsic motivation
| Unique citing works | 7 |
|---|---|
| Citations per year | 2.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |