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Stella Xin Yin; Dion Hoe-Lian Goh; Choon Lang Quek – Journal of Educational Computing Research, 2024
In the past decade, Computational Thinking (CT) education has received growing attention from researchers. Although many reviews have provided synthesized information on CT teaching and learning, few have paid particular attention to collaborative learning (CL) strategies. CL has been widely implemented in CT classes and has become the most…
Descriptors: Cooperative Learning, Mental Computation, Thinking Skills, Elementary Secondary Education
Gang Zhao; Lijun Yang; Biling Hu; Jing Wang – Journal of Educational Computing Research, 2025
Human-computer collaboration is an effective way to learn programming courses. However, most existing human-computer collaborative programming learning is supported by traditional computers with a relatively low level of personalized interaction, which greatly limits the efficiency of students' efficiency of programming learning and development of…
Descriptors: Artificial Intelligence, Man Machine Systems, Programming, Learning Strategies
Ching-Yi Chang; Intan Setiani; Jie Chi Yang – Journal of Educational Computing Research, 2025
Traditional teaching methods often limit interactive learning, negatively impacting students' motivation and learning achievement. Moreover, fostering collaborative awareness and problem-solving skills is crucial for developing the core competencies of future nursing professionals. To address these challenges, this study proposed an escape…
Descriptors: Educational Games, Puzzles, Computer Assisted Instruction, Electronic Learning
Randi Proska Sandra; Wu-Yuin Hwang; Afifah Zafirah; Uun Hariyanti; Engkizar Engkizar; Ahmaddul Hadi; Ahmad Fauzan – Journal of Educational Computing Research, 2024
Argumentative writing is a fundamental aspect of undergraduate students' academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced…
Descriptors: Persuasive Discourse, Writing (Composition), Undergraduate Students, Writing Skills
Huang, Sheng-Bo; Jeng, Yu-Lin; Lai, Chin-Feng – Journal of Educational Computing Research, 2021
In recent years, the government has actively set up computer programming courses to train those with the relevant talent; however, the learning performance of the students is not ideal. Therefore, in order to learn programming skills, students usually adopt note-taking strategies because, due to the pressure of the course, the teachers do not have…
Descriptors: Notetaking, Learning Strategies, Cognitive Style, Peer Teaching
Xinogalos, Stelios; Satratzemi, Maya; Chatzigeorgiou, Alexander; Tsompanoudi, Despina – Journal of Educational Computing Research, 2019
Pair Programming has been shown to increase productivity and code quality not only in professional software development but also in the context of programming education. The provision of broadband Internet access gave rise to Distributed Pair Programming (DPP) enabling two programmers to collaborate remotely. To gain insight into the benefits of…
Descriptors: Programming, Cooperative Learning, Computer Science Education, Foreign Countries
Winoto, Pinata; Tang, Tiffany Y. – Journal of Educational Computing Research, 2019
Joint attention skills, broadly speaking, refer to the ability to share experiences and interests about objects and events with others in a social environment. Due to their impairment in joint attention skills, children with autism are usually facing communication challenges, for example, being reluctant to socialize and share items with others.…
Descriptors: Attention, Interaction, Children, Autism

Schustack, Miriam W.; Strauss, Rachelle; Worden, Patricia E. – Journal of Educational Computing Research, 1997
Addresses the effects of an after-school computer club network, the Fifth Dimension, on children's computer knowledge development. Compares Fifth Dimension novices and "experts" who had attended several times previously. Concludes that despite the absence of formal instruction, children's knowledge about computers is enhanced. (AEF)
Descriptors: After School Programs, Children, Clubs, Computer Literacy

Mikulecky, Larry; Lloyd, Paul; Conner, Jennifer M. – Journal of Educational Computing Research, 1997
Examines the extent to which student groups working with the Chelsea Bank computer simulation were able to use school-to-work transition skills. Results show that students demonstrated substantial involvement with workplace skills and were considerably more actively engaged with learning than studies of traditional classrooms. (Author/AEF)
Descriptors: Active Learning, Basic Skills, Computer Assisted Instruction, Computer Simulation

Mayer, Richard E. – Journal of Educational Computing Research, 1997
Gives an introduction to three articles addressing the potential value of a network of after-school computer clubs called the Fifth Dimension. The articles demonstrate improvements in computer literacy (near transfer), ability to understand arithmetic and word problems (medium transfer), and reading and mathematics achievement (far transfer). (AEF)
Descriptors: Academic Achievement, After School Programs, Clubs, Computer Literacy

Blanton, William E.; Moorman, Gary B.; Hayes, Bobbie A.; Warner, Mark L. – Journal of Educational Computing Research, 1997
Examines the effects of participation in the Fifth Dimension after-school computer program on far transfer achievement in the subject areas of reading and math. Provides evidence that children who participate in the Fifth Dimension master knowledge and skill structures and acquire practices that mediate their performance on global measures of…
Descriptors: Academic Achievement, After School Programs, Clubs, Computer Literacy

Mayer, Richard E.; Quilici, Jill; Moreno, Roxana; Duran, Richard; Woodbridge, Scott; Simon, Rebecca; Sanchez, David; Lavezzo, Amy – Journal of Educational Computing Research, 1997
Children who attended the Fifth Dimension after-school computer club at least 10 times during the 1994-95 school year performed better on word problem comprehension tests than did non-participating children. Results support the hypothesis that experience in using computer software in the Fifth Dimension club produces measurable, resilient, and…
Descriptors: Academic Achievement, After School Programs, Clubs, Comparative Analysis