This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and…

Block programming has been suggested as a way of engaging young learners with the foundations of programming and computational thinking in a syntax-free manner. Indeed, syntax errors--which form one of two broad categories of errors in programming, the other one being logic errors--are omitted while block programming. However, this does not mean…

This study seeks to deepen the understanding of the direct and indirect effects of human-computer dialogic interaction programming activities, facilitated by ChatGPT, on student engagement. Data were collected from 109 Chinese high school students who engaged in programming tasks using either ChatGPT-driven dialogic interaction or traditional pair…

As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of computational thinking (CT) into existing core subjects of elementary-age students. Research has shown the effectiveness of teaching CT elements (abstraction,…

Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students' multimodal expression in a coding animated narrative (CAN) task in the context of an integrated…

Cooperative learning manifests itself as pair programming in coding education. There is a limited number of studies experimentally demonstrating that pair programming is effective in the educational context. Therefore, in this study, solo and pair programming were compared in terms of flow experience, coding quality, and coding achievement. The…

As a dynamic and multifaceted construct, computational thinking (CT) has proven to be challenging to conceptualize and assess, which impedes the development of a workable ontology framework. To address this issue, the current article describes a novel approach towards understanding the ontological aspects of CT by using text mining and…

This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners' knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: (1) task performance with…

Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this knowledge gap, this review investigated the current implementation of computing technologies in early childhood settings, the implementation of computing…

This study compares museum-related knowledge, museum learning experiences and cognitive load based on task types presented via a mobile application during a museum virtual tour. The study involved three experiments, each examining the effects of different task types. In the first experiment, tasks varied by difficulty (easy vs. difficult), in the…

Computational thinking (CT) has gained considerable attention and in-depth discussion over the last two decades. Although the significance of CT has been highlighted, it could be challenging for educators to teach CT. Fortunately, adopting robots in education has been evidenced to be of benefit to promoting students' learning motivation, CT, and…

We present a privacy-friendly early-detection framework to identify students at risk of failing in introductory programming courses at university. The framework was validated for two different courses with annual editions taken by higher education students (N = 2 080) and was found to be highly accurate and robust against variation in course…

Especially in large courses, feedback is often given only on the final results; less attention is paid to the programming process. Today, however, some programming environments, e.g., Thonny, log activities during programming and have the functionality of replaying the programming process. This information can be used to provide feedback, and this…

With the progress and innovation of digital technology, people's knowledge acquisition, information exchange, and communication modes have changed significantly. The universality of emerging technology media enables instructional designers to use digital media to provide different teaching materials and teaching methods to meet the needs of…

This research aimed to investigate the structural relationships among teachers' computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the…