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Showing 76 to 90 of 1,829 results Save | Export
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Xuemin Gao; Yuqin Yang; Yuxia Du; Daner Sun – Journal of Educational Computing Research, 2025
Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the…
Descriptors: Computation, Thinking Skills, Programming, Cognitive Mapping
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Ernst Bekkering; Patrick Harrington – Information Systems Education Journal, 2025
Generative AI has recently gained the ability to generate computer code. This development is bound to affect how computer programming is taught in higher education. We used past programming assignments and solutions for textbook exercises in our introductory programming class to analyze how accurately one of the leading models, ChatGPT, generates…
Descriptors: Higher Education, Artificial Intelligence, Programming, Textbook Evaluation
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Yin-Rong Zhang; Zhong-Mei Han; Tao He; Chang-Qin Huang; Fan Jiang; Gang Yang; Xue-Mei Wu – Journal of Computer Assisted Learning, 2025
Background: Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance. Objectives: This study…
Descriptors: Middle School Students, Grade 8, Scaffolding (Teaching Technique), Programming
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Rodrigues, Luiz; Pereira, Filipe; Toda, Armando; Palomino, Paula; Oliveira, Wilk; Pessoa, Marcela; Carvalho, Leandro; Oliveira, David; Oliveira, Elaine; Cristea, Alexandra; Isotani, Seiji – ACM Transactions on Computing Education, 2022
Students face several difficulties in introductory programming courses (CS1), often leading to high dropout rates, student demotivation, and lack of interest. The literature has indicated that the adequate use of gamification might improve learning in several domains, including CS1. However, the understanding of which (and how) factors influence…
Descriptors: Gamification, Programming, Computer Science Education, Introductory Courses
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Pelánek, Radek; Effenberger, Tomáš – Computer Science Education, 2022
Background and Context: Block-based programming is a popular approach to teaching introductory programming. Block-based programming often works in the context of microworlds, where students solve specific puzzles. It is used, for example, within the Hour of Code event, which targets millions of students. Objective: To identify design guidelines…
Descriptors: Programming, Computer Science Education, Puzzles, Problem Solving
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Yesengazyevna, Sagimbayeva Ainur; Niyetbayeva, Nadira; Tassuov, Bolat; Kalima, Tuyenbayeva; Bekbulatovna, Arystanova Assel – Cypriot Journal of Educational Sciences, 2022
The purpose of this research is to get students' opinions on teaching programming to students with the help of educational games in the conditions of additional education in computer science. In order to carry out the study in accordance with the main purpose, the phenomenological approach, one of the qualitative research methods, was used. The…
Descriptors: Computer Science Education, Educational Games, College Students, Student Attitudes
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Çakiroglu, Ünal; Mumcu, Süheda; Atabay, Melek; Aydin, Merve – International Journal of Computer Science Education in Schools, 2022
This study aims to explore the influences of the CS-unplugged activities in developing problem solving skills of preschool children. The participants were 11 children (4-5 aged) enrolled in a public preschool and Code.org activities were used as an instructional package. Activity evaluation form and interviews were used to understand children's…
Descriptors: Problem Solving, Preschool Children, Computer Science Education, Programming
Olipas, Cris Norman – Online Submission, 2022
This study aims to identify the experiences of information technology (IT) students in learning computer programming. Specifically, the feelings towards learning programming and the challenges and difficulties encountered by IT students were determined. The researcher used a phenomenological approach to determine the commonality of lived…
Descriptors: Information Technology, Programming, Computer Science Education, Student Attitudes
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Hatice Yildiz Durak – Education and Information Technologies, 2024
Examining middle school students' computational identity development, personal, situational variables and programming experiences through the lens of identity may offer an opportunity to explore the dynamic relationship between individual, academic and social influences in computer science and CI. The aim of this study is to examine the variables…
Descriptors: Middle School Students, Computation, Thinking Skills, Self Concept
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Xin Gong; Shufan Yu; Jie Xu; Ailing Qiao; Han Han – Education and Information Technologies, 2024
Tangible programming combines the advantages of object manipulation with programmable hardware, which plays an essential role in improving programming skills. As a tool for ensuring the quality of projects and improving learning outcomes, the PDCA cycle strategy is conducive to cultivating reflective thinking. However, there is still a lack of…
Descriptors: Programming, Computer Science Education, Outcomes of Education, Reflection
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Yong-Woon Choi; In-gyu Go; Yeong-Jae Gil – International Journal of Technology and Design Education, 2024
The purpose of this study is to derive a correlation between the technological thinking disposition and the computational thinking ability of gifted students in Korea. The correlation between each element was analyzed by looking at the sub-elements of computational thinking according to the components of technological thinking disposition. The…
Descriptors: Thinking Skills, Mental Computation, Gifted, Correlation
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Jiangyue Liu; Siran Li – Journal of Educational Computing Research, 2024
Pair Programming is considered an effective approach to programming education, but the synchronous collaboration of two programmers involves complex coordination, making this method difficult to be widely adopted in educational settings. Artificial Intelligence (AI) code-generation tools have outstanding capabilities in program generation and…
Descriptors: Artificial Intelligence, Programming, Technology Uses in Education, Coding
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Monika Mladenovic; Žana Žanko; Goran Zaharija – Journal of Educational Computing Research, 2024
The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are…
Descriptors: Programming, Misconceptions, Teaching Methods, Computer Science Education
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Brian R. Belland; ChanMin Kim; Emre Dinç; Anna Y. Zhang – Educational Technology Research and Development, 2024
Computer science is often integrated within early childhood education (ECE) through the use of educational robots. This requires adequate preparation of ECE teachers to program and debug, which can be done with scaffolding. In this paper, we use a QUANT + qual mixed method approach incorporating lag sequential analysis, ICAP framework coding,…
Descriptors: Scaffolding (Teaching Technique), Early Childhood Teachers, Preservice Teachers, Computer Science Education
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Debora Lui; Deborah A. Fields; Yasmin B. Kafai – Cognition and Instruction, 2024
Debugging (or troubleshooting) provides a rich context to foster problem-solving. Yet, while we know much about some problems and strategies that novices face in programming on-screen, we know far less about debugging and troubleshooting in the context of physical computing, where coding issues may overlap with materially embedded problems. In…
Descriptors: Grade 9, STEM Education, Troubleshooting, Public Schools
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