Analyzing the effects of Arduino applications on students’ opinions, attitude and self-efficacy in programming class

Arslan, Kürşat; Tanel, Zafer

doi:10.1007/s10639-020-10290-5

Cited by 17 publications

(12 citation statements)

References 30 publications

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“…This data was taken through the focus group discussion and survey questionnaire. Similarly, results from the study of Arslan & Tanel (2021) manifested the same outcome. The paper presented a new approach to teaching programming to undergraduate computer science students.…”

Section: Resultssupporting

confidence: 61%

An Impact Study on the Arduino Programming

2022

Proceedings of the 16th International Conference on E-Learning (EL 2022)

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This study reports an impact assessment of the basic Arduino programming training conducted among select Junior High School Students in a National High School in Cagayan De Oro City. The Focus Group Discussion sessions and survey questionnaires via goggle form complemented the content of the impact study table. The researchers aimed to determine the impact of the training towards the perception of the trainees in programming, skills development and learning gain. Furthermore, the training program used was evaluated by both trainers and trainees in terms of content, strategies and activities used. Research results showed the respondents' negative perception on Arduino programming yet manifested positive views on the training for programming skills development and enhancement of learning. The training material was rated high ranging from format to organization and content.

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Section: Resultssupporting

confidence: 61%

An Impact Study on the Arduino Programming

2022

Proceedings of the 16th International Conference on E-Learning (EL 2022)

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“…Likewise, Beier et al, (2019) have found that students with greater STEM skills efficacy are more eager to work in STEM fields. As coding is widely used in STEM professions (Arslan & Tanel, 2021;Boz & Allexsaht-Snider, 2021;Li et al, 2020;Weintrop et al, 2016), if students are not confident in their coding skills, they will not consider STEM jobs too. However, as far as we know, this assumption has yet to be examined empirically.…”

Section: Stem Career Interestmentioning

confidence: 99%

“…With the rapid development of computer sciences over the past two decades, computing practices have been introduced into and driven the advances in STEM fields (Foster, 2006;Weintrop et al, 2016). Against this backdrop, coding plays a more important role in STEM professions (Arslan & Tanel, 2021;Boz & Allexsaht-Snider, 2021;Li et al, 2020;Weintrop et al, 2016). Simultaneously, STEM employees are frequently required to be literate in coding (Weintrop et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

et al. 2022

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The problem motivating this study is the urgent need to explore the antecedents of STEM career interest and the growing importance of coding in STEM careers, coupled with the unclear relationship between intrinsic coding interest and STEM career interest. To narrow the research gap, this study explores the direct and indirect effects of intrinsic coding interest on STEM career interest. As a quantitative cross-sectional survey research, 669 students from three senior high schools in two large Chinese cities were investigated. Applying a structural equation modeling approach, the research instrument was validated and the research hypotheses were tested. The findings articulate the direct influence of intrinsic coding interest, coding self-efficacy and perceptions of coders on STEM career interest, and detect the mediating roles of coding self-efficacy and perceptions of coders between intrinsic coding interest and STEM career interest. This study affirms a new theoretical model with strong predictive power, accounting for 64% of the variance in STEM career interest. This study contributes theoretically and practically to the limited literature on coding-related antecedents of STEM career interest.

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“…Similarly, in an another study conducted in Turkey, it was determined that secondary‐school students' self‐efficacy perceptions regarding BBP increased significantly as a result of RPA [47]. In a study conducted with preservice teachers, it was found that while RPA had a positive effect on students' attitudes toward programming, there was no significant change in their perceptions of programming self‐efficacy [7]. However, it is noteworthy that the RPA in this study was carried out with a text‐based programming language.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing the use of block‐based and robot programming in introductory programming education: Effects on perceptions of programming self‐efficacy

Coşkunserçe

2023

Comp Applic In Engineering

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Despite the importance given to providing students with programming skills, there are significant problems in teaching programming, mainly at the entry level. Various programming education tools and methods have been developed to solve these problems in introductory programming education. For this reason, block‐based and robot programming tools are widely used at various education levels, especially at the novice level. Although the advantages of using block‐based and robot programming over classical or text‐based programming methods in introductory programming education have been demonstrated in various studies, the two methods have not been compared in experimental studies. The main purpose of this study was to compare the effects of using block‐based programming and robot programming methods in introductory programming education on students' perceptions of programming self‐efficacy. The results of the study indicated that the perceptions of programming self‐efficacy of the students who used the robot programming method in programming education were significantly more positive than those of the students who used the block‐based programming method. Moreover, the programming self‐efficacy perceptions of the male students who used robot programming in introductory programming education were significantly more positive than those of the female students. After the robot programming activities, the students had more fun with programming and their self‐confidence increased.

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Analyzing the effects of Arduino applications on students’ opinions, attitude and self-efficacy in programming class

Cited by 17 publications

References 30 publications

An Impact Study on the Arduino Programming

An Impact Study on the Arduino Programming

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

Comparing the use of block‐based and robot programming in introductory programming education: Effects on perceptions of programming self‐efficacy

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