The Impact of SRA-Programming on Computational Thinking in a Visual Oriented Programming Environment

Visual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-progr...

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Vydáno v:	Education and information technologies Ročník 26; číslo 5; s. 6479 - 6498
Hlavní autoři:	Fanchamps, Nardie L. J. A., Slangen, Lou, Specht, Marcus, Hennissen, Paul
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	New York Springer US 01.09.2021 Springer Springer Nature B.V
Témata:	Computation Computer Appl. in Social and Behavioral Sciences Computer Peripherals Computer programming Computer Science Computers and Education Education Educational research Educational Technology Environment Information Systems Applications (incl.Internet) Measures (Individuals) Problem Solving Programming Programming languages Test Construction Thinking Skills Training User Interfaces and Human Computer Interaction Visual programming (Computer science) Visual programming languages (Computer science) Netherlands On-screen Output SRA-programming Visual Programming Computational Thinking
ISSN:	1360-2357, 1573-7608
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Abstract	Visual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-programming originates from the programming of tangible robots, but can also be of equal value in visual programming with on-screen output. The underlying rationale is that programming in a visual programming environment using SRA leads to more understanding of the computational concepts addressed, resulting in a higher level of computational skill compared to visual programming without the application of SRA. Furthermore, it has been hypothesised that if pupils in a visual programming environment can anticipate unforeseen events and solve programming tasks by applying SRA, they will be better able to solve complex computational thinking tasks. To establish if characteristic differences in the development of computational thinking can be measured when SRA-programming is applied in a visual programming environment with an on-screen output, we assessed the applicability of SRA-programming with visual output as the main component of the execution of developed code. This research uses a pre-test post-test design that reveals significant differences in the development of computational thinking in two treatment conditions. To assess CT, the Computational Thinking Test (CTt) was used. Results show that when using SRA-programming in a visual programming environment it leads to an increased understanding of complex computational concepts, which results in a significant increase in the development of computational thinking.
AbstractList	Visual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-programming originates from the programming of tangible robots, but can also be of equal value in visual programming with on-screen output. The underlying rationale is that programming in a visual programming environment using SRA leads to more understanding of the computational concepts addressed, resulting in a higher level of computational skill compared to visual programming without the application of SRA. Furthermore, it has been hypothesised that if pupils in a visual programming environment can anticipate unforeseen events and solve programming tasks by applying SRA, they will be better able to solve complex computational thinking tasks. To establish if characteristic differences in the development of computational thinking can be measured when SRA-programming is applied in a visual programming environment with an on-screen output, we assessed the applicability of SRA-programming with visual output as the main component of the execution of developed code. This research uses a pre-test post-test design that reveals significant differences in the development of computational thinking in two treatment conditions. To assess CT, the Computational Thinking Test (CTt) was used. Results show that when using SRA-programming in a visual programming environment it leads to an increased understanding of complex computational concepts, which results in a significant increase in the development of computational thinking.
Audience	Academic
Author	Fanchamps, Nardie L. J. A. Specht, Marcus Hennissen, Paul Slangen, Lou
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CitedBy_id	crossref_primary_10_3102_00346543231216958 crossref_primary_10_1007_s40692_022_00236_w crossref_primary_10_1007_s10639_024_13253_2 crossref_primary_10_1007_s10639_023_11896_1 crossref_primary_10_1016_j_caeo_2025_100252 crossref_primary_10_1155_2022_3575457 crossref_primary_10_1016_j_compedu_2022_104664 crossref_primary_10_1007_s42979_025_04114_x crossref_primary_10_2478_rem_2024_0018
Cites_doi	10.1016/j.compedu.2016.01.010 10.1145/1118178.1118215 10.1016/j.compedu.2013.10.020 10.1007/s10798-014-9287-7 10.5430/wje.v6n5p20 10.1016/j.chb.2016.08.047 10.1007/s00779-014-0774-3 10.1006/ijhc.2000.0465 10.2791/792158 10.1016/j.compedu.2016.03.003 10.1016/j.sbspro.2013.10.070 10.1016/S0004-3702(99)00024-7 10.1186/s41039-016-0036-2 10.1007/s11528-016-0087-7 10.1504/IJMLO.2016.077867 10.18293/VLSS2017-010 10.14742/ajet.1334 10.1145/2771839.2771860 10.1145/2787622.2787712 10.1007/978-3-540-74262-3_20 10.1117/12.608404 10.1145/1953163.1953241 10.1109/ISM.2014.24 10.1145/1929887.1929902 10.1109/CIG.2007.368074 10.1007/s10798-019-09559-9
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Snippet	Visual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming...
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SubjectTerms	Computation Computer Appl. in Social and Behavioral Sciences Computer Peripherals Computer programming Computer Science Computers and Education Education Educational research Educational Technology Environment Information Systems Applications (incl.Internet) Measures (Individuals) Problem Solving Programming Programming languages Test Construction Thinking Skills Training User Interfaces and Human Computer Interaction Visual programming (Computer science) Visual programming languages (Computer science)
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Title	The Impact of SRA-Programming on Computational Thinking in a Visual Oriented Programming Environment
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