Tracking Visual Programming Language-Based Learning Progress for Computational Thinking Education

Maker education that incorporates computational thinking streamlines learning and helps familiarize learners with recent advances in science and technology. Computational thinking (CT) is a vital core capability that anyone can learn. CT can be learned through programming, in particular, via visual...

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Vydané v:Sustainability Ročník 15; číslo 3; s. 1983
Hlavní autori: Wu, Ting-Ting, Lin, Chia-Ju, Wang, Shih-Cheng, Huang, Yueh-Min
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Basel MDPI AG 01.01.2023
Predmet:
Anxiety
Creativity
Education
Integrated software
Learning
Methods
Motivation
Problem solving
Programming languages
Questionnaires
Skills
Students
Study and teaching
Teachers
Teaching methods
Visual programming (Computer science)
Visual programming languages (Computer science)
Taiwan
Europe
ISSN:2071-1050, 2071-1050
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Shrnutí:Maker education that incorporates computational thinking streamlines learning and helps familiarize learners with recent advances in science and technology. Computational thinking (CT) is a vital core capability that anyone can learn. CT can be learned through programming, in particular, via visual programming languages. The conclusions of most studies were based on quantitative or system-based results, whereas we automatically assessed CT learning progress using the Scratch visual programming language as a CT teaching tool and an integrated learning tracking system. The study shows that Scratch helped teachers to diagnose students’ individual weaknesses and provide timely intervention. Our results demonstrate that learners could complete tasks and solve problems using the core CT steps. After accomplishing numerous tasks, learners became familiar with the core CT concepts. The study also shows that despite increased learning anxiety when solving problems, all learners were confident and interested in learning, and completed each task step by step.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2071-1050
2071-1050
DOI:10.3390/su15031983