Background and Context: Students' self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students' initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning…

In this study, a predictive model is constructed to analyze learners' performance in programming tasks using data of programming behavioral events and behavioral sequences. First, this study identifies behavioral events from log data and applies lag sequence analysis to extract behavioral sequences that reflect learners' programming strategies.…

Background and Context: Educators and researchers are interested in building the computational thinking (CT) skills of K-12 students. However, the availability of language-agnostic assessments for lower elementary graders remains limited. Objective: We present preliminary insights into the reliability and validity of the Computational Thinking…

This study aims to determine the impact of flipped learning and gamification methods on student achievement in the subject of ethics and security, which is a topic of the fifth grade information technology and software course, compared to the traditional method. Also, it aims to decide the students' opinion of about the flipped learning and…

Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12…

Pair learning (PL) in robotics education is derived from pair programming, and impacted by many factors. Two important factors were identified including roles assignment and learning styles in this study. The roles assignment involved Driver-Navigator Pair and Software-Hardware Pair. For the learning style, the dimension of active/reflective was…

This study explores the impact of a hackathon as a pedagogical tool to promote twenty-first-century skills among fifth-grade students in a rural elementary school in northern Israel. The research question focuses on the extent to which a hackathon can develop these skills from the students' own perspective. Utilizing a case-study approach, the…

Background: Owing to the exponential growth of three-dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the…

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and…

Gender balance in computing education is a decades-old issue that has been the focus of much previous research. In K-12, the introduction of mandatory computing education goes some way to giving all learners the opportunity to engage with computing throughout school, but a gender imbalance still persists when computer science becomes an elective…

Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.…

This study examined the effect of gamification on visual programming and computational thinking skills among primary school students, aiming to investigate how gamified learning environments enhance cognitive skill development and conceptual integration compared to traditional teaching methods. A quasi-experimental design was employed, involving…

Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented…

There are known misconceptions about variables which are mostly the same since the first studies since more than 30 years ago. Consciousness about the misconceptions in programming can be crucial for teaching and learning programming for novices because, if we are aware of them, maybe we can minimise or even prevent them. Researchers mostly…

Background and context: Historically underrepresented youth in computer science persistently experience barriers making it difficult to see themselves in the computer science field including computer science programs and curricula with consistent stereotypical references focused on competition, individualism, and male-associated topics…