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Ünal Çakiroglu; Seval Bilgi – Interactive Learning Environments, 2024
The aim of this explanatory study is to identify the causes of intrinsic cognitive load in programming process. For this purpose, a method based on two dimensions; programming knowledge types (syntactic, semantic, and strategic) and programming constructs was proposed. The proposed method was tested with high school students enrolled in Computer…
Descriptors: Cognitive Processes, Difficulty Level, Programming, Interaction
Yu Lei; Xin Fu; Jingjie Zhao; Baolin Yi – Education and Information Technologies, 2025
Grouping students according to their abilities and promoting deeper interaction and moderation are key issues in improving computational thinking in collaborative programming. However, the distribution characteristics and evolving pathways of computational thinking in different groups have not been deeply explored. During the course of a…
Descriptors: Ability Grouping, Computation, Programming, Cooperative Learning
Ragonis, Noa; Shmallo, Ronit – Informatics in Education, 2022
Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the "static" modifier. Novices encounter difficulty understanding the means and implications of "static" attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of…
Descriptors: Programming, Computer Science Education, Concept Formation, Thinking Skills
Lin, Yi-Ling; Chien, Shih-Yi; Su, Wei-Cheng; Hsiao, Sharon Ihan – Education and Information Technologies, 2023
There are plentiful online programming resources that enable learners to develop an understanding of conceptual knowledge and practical implementation. However, learners, especially novices, often experience difficulties locating the required information to solve the programming problems. Differ from natural language in syntax and convention,…
Descriptors: Programming, Game Based Learning, Concept Formation, Learner Engagement
Eunsung Park; Jongpil Cheon – Journal of Educational Computing Research, 2025
Debugging is essential for identifying and rectifying errors in programming, yet time constraints and students' trivialization of errors often hinder progress. This study examines differences in debugging challenges and strategies among students with varying computational thinking (CT) competencies using weekly coding journals from an online…
Descriptors: Undergraduate Students, Programming, Computer Software, Troubleshooting
Marius Banut; Ion Albulescu – Journal on Efficiency and Responsibility in Education and Science, 2024
In pedagogical language, "scaffolding" is frequently used to replace the expression "support in learning". In didactic terms, the practice in the classroom shows that various types of support, such as the teacher, colleagues, and technologies, contribute to more efficient learning. In terms of technologies, the present study…
Descriptors: Scaffolding (Teaching Technique), Music Education, Foreign Countries, Urban Environment
Yoonhee Shin; Jaewon Jung; Seohyun Choi; Bokmoon Jung – Education and Information Technologies, 2025
This study investigates the effects of metacognitive and cognitive strategies for computational thinking (CT) on managing cognitive load and enhancing problem-solving skills in collaborative programming. Four different scaffolding conditions were provided to help learners optimize cognitive load and improve their problem-solving abilities. A total…
Descriptors: Scaffolding (Teaching Technique), Mental Computation, Cognitive Processes, Difficulty Level
Stephanie Yang; Miles Baird; Eleanor O’Rourke; Karen Brennan; Bertrand Schneider – ACM Transactions on Computing Education, 2024
Students learning computer science frequently struggle with debugging errors in their code. These struggles can have significant downstream effects--negatively influencing how students assess their programming ability and contributing to their decision to drop out of CS courses. However, debugging instruction is often an overlooked topic, and…
Descriptors: Computer Science Education, Troubleshooting, Programming, Teaching Methods
Mahatanankoon, Pruthikrai; Wolf, James – Information Systems Education Journal, 2021
Learning a computer programming language is typically one of the basic requirements of being an information technology (IT) major. While other studies previously investigate computer programming self-efficacy and grit, their relationships between "shallow" and "deep" learning (Miller et al., 1996) have not been thoroughly…
Descriptors: Cognitive Processes, Learning Strategies, Introductory Courses, Computer Science Education
Toukiloglou, Pavlos; Xinogalos, Stelios – Journal of Educational Computing Research, 2023
Serious games are a growing field in academic research and they are considered an effective tool for education. Game-based learning invokes motivation and engagement in students resulting in effective instructional outcomes. An essential aspect of a serious game is the method of support for presenting the teaching material and providing feedback.…
Descriptors: Educational Games, Programming, Sequential Learning, Cognitive Processes
Selena Steinberg; Melissa Gresalfi; Lauren Vogelstein; Corey Brady – Journal of Research on Technology in Education, 2024
This paper considers how a curricular design that integrated computer programming and creative movement shaped students' engagement with computing. We draw on data from a camp for middle schoolers, focusing on an activity in which students used the programming environment NetLogo to re-represent their physical choreography. We analyze the extent…
Descriptors: Dance, Programming, Computation, Computer Simulation
Renske Weeda; Sjaak Smetsers; Erik Barendsen – Computer Science Education, 2024
Background and Context: Multiple studies report that experienced instructors lack consensus on the difficulty of programming tasks for novices. However, adequately gauging task difficulty is needed for alignment: to select and structure tasks in order to assess what students can and cannot do. Objective: The aim of this study was to examine…
Descriptors: Novices, Coding, Programming, Computer Science Education
Liu, Cheng-Ye; Li, Wei; Huang, Ji-Yi; Lei, Lu-Yuan; Zhang, Pei-Rou – Journal of Computer Assisted Learning, 2023
Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially…
Descriptors: Cooperative Learning, Programming, Academic Achievement, Metacognition
Wen-shuang Fu; Jia-hua Zhang; Di Zhang; Tian-tian Li; Min Lan; Na-na Liu – Journal of Educational Computing Research, 2025
Cognitive ability is closely associated with the acquisition of programming skills, and enhancing learners' cognitive ability is a crucial factor in improving the efficacy of programming education. Adaptive feedback strategies can provide learners with personalized support based on their learning context, which helps to stimulate their interest…
Descriptors: Feedback (Response), Cognitive Ability, Programming, Computer Science Education
Troussas, Christos; Krouska, Akrivi; Sgouropoulou, Cleo – IEEE Transactions on Education, 2021
Contribution: This article presents the instruction of computer programming using adaptive learning activities considering students' cognitive skills based on the learning theory of the Revised Bloom Taxonomy (RBT). To achieve this, the system converts students' knowledge level to fuzzy weights, and using rule-based decision making, delivers…
Descriptors: Undergraduate Students, Intelligent Tutoring Systems, Computer Science Education, Programming