Research on the Impacts of Cognitive Style and Computational Thinking on College Students in a Visual Artificial Intelligence Course

Visual programming language is a crucial part of learning programming. On this basis, it is essential to use visual programming to lower the learning threshold for students to learn about artificial intelligence (AI) to meet current demands in higher education. Therefore, a 3-h AI course with an RGB...

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Vydáno v:Frontiers in psychology Ročník 13; s. 864416
Hlavní autoři: Wang, Chi-Jane, Zhong, Hua-Xu, Chiu, Po-Sheng, Chang, Jui-Hung, Wu, Pei-Hsuan
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland Frontiers Media S.A 26.05.2022
Témata:
artificial intelligence
cognitive style
computational thinking
higher education
Psychology
visual programming language
computational thinking
higher education
visual programming language
cognitive style
artificial intelligence
ISSN:1664-1078, 1664-1078
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Shrnutí:Visual programming language is a crucial part of learning programming. On this basis, it is essential to use visual programming to lower the learning threshold for students to learn about artificial intelligence (AI) to meet current demands in higher education. Therefore, a 3-h AI course with an RGB-to-HSL learning task was implemented; the results of which were used to analyze university students from two different disciplines. Valid data were collected for 65 students (55 men, 10 women) in the Science (Sci)-student group and 39 students (20 men, 19 women) in the Humanities (Hum)-student group. Independent sample t -tests were conducted to analyze the difference between cognitive styles and computational thinking. No significant differences in either cognitive style or computational thinking ability were found after the AI course, indicating that taking visual AI courses lowers the learning threshold for students and makes it possible for them to take more difficult AI courses, which in turn effectively helping them acquire AI knowledge, which is crucial for cultivating talent in the field of AI.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Chien-Liang Lin, Ningbo University, China; Ting Jou Ding, MingDao University, Taiwan
Edited by: Yu-Sheng Su, National Taiwan Ocean University, Taiwan
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.864416