Exploring differences in the cognitive and metacognitive scaffolding use of high and low working memory students in block-based programming
Bibliographic Data
| ID | 21744155 |
|---|---|
| Authors | Yi-Pin Huang (0000-0002-4744-5096, Wenzhou University), Rida Farah (0000-0003-4195-3169, Wenzhou University, corresponding author), Hoisoo Kim (Chonnam National University), Yingying Pan (0000-0002-7476-1975, Wenzhou University), Yun‐Fang Tu (0000-0001-6261-3003, Wenzhou University), Lihua Lei (0000-0002-9289-603X, Wenzhou University), Li-Hua Lei (Wenzhou University) |
| Year | 2025 |
| Pages | 1-19 |
| Publication date | 2025-09-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2025.2557391 |
| OpenAlex | W4414450655 |
| Language | EN |
| References cited | 46 |
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 classified into high and low working memory subjects based on their performance on the working memory test. Two-way MANCOVA results demonstrated that, compared to non-scaffolding instruction, scaffolding had a significantly superior impact on programming knowledge but not on programming skills. The mixed scaffolding group did not show significantly better scores for programming knowledge and skills than the cognitive or metacognitive scaffolding groups. Likewise, no significant difference was found between the metacognitive and cognitive scaffolding groups in programming knowledge and skills. Furthermore, interaction effects were found between scaffolding type and working memory on programming knowledge. High working memory students benefited more from the mixed scaffolding and metacognitive scaffolding. This study offers insightful suggestions for the design and development of different scaffolds to enhance programming instruction for diverse learners, especially learners with different working memory levels
Cognition · Cognitive Load · Metacognition · Scaffold · Short-term memory · Working memory · Innovative Teaching and Learning Methods · Online Learning and Analytics · Teaching and Learning Programming
Working Memory
The episodic buffer
The Role of Tutoring in Problem Solving
Scaffolding vocational high school students’ computational thinking with cognitive and metacognitive prompts in learning about programmable logic controllers
Promoting elementary school students’ programming learning
Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children
Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement
Enhancing elementary school students' computational thinking and programming learning with graphic organizers
Programming and 21st century skill development in K ‐12 schools
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition
Two ways to elaborate Vygotsky's concept of mediation
| Citation velocity | historical |
|---|---|
| Highly cited | No |