“…Similar criteria have been widely applied in related research. For instance, Jing et al (2020) used a mapping table to classify students’ metacognition capacity (e.g., planning, monitoring, evaluation, self-questioning) according to computational practices (e.g., imitation, iterating, modularizing, debugging) and behaviors (e.g., collaboration, communication, perseverance) in the programming process; Cakiroglu and Betul (2020) created a table with similar categories to evaluate students’ metacognitive strategy development when solving programming problems; and Chen et al (2021) formulated several metacognitive prompts for each component of CT to promote vocational high school students’ CT skills in learning about programmable logic controllers, which are basically consistent with the student metacognition performance described in the coding scheme. According to Lye and Koh’s (2014) criteria, the programming processes were split into nine steps corresponding to the processes of problem solving.…”