Are there any gender differences in students' emotional reactions to programming learning activities?

Coto, Mayela; Mora, Sonia

doi:10.1145/3335595.3335608

Cited by 3 publications

(3 citation statements)

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“…Although studies repeatedly report not finding any differences in the programming style between the genders (e.g., McKenna, 2004), there seem to be significantly less girls in programming classes in all educational levels, from primary school to high school (McBroom et al, 2020). However, although the quality and style of programming seems to be similar for both boys and girls there are other significant differences, like girls reporting more negative emotions in programming learning activities (Coto and Mora, 2019). Girls also spend more time communicating with others in computer learning environments and show less interest in programming activities (Bruckman et al, 2002).…”

Section: Student Preferencesmentioning

confidence: 92%

Game Design, Gender and Personalities in Programming Education

Θεοδωρόπουλος

Lepouras

2022

Front. Comput. Sci.

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In a changing world programming learning is becoming more and more essential in education. And, there are many programming environments and teaching approaches that address the learning needs of students in CS education. A single programming tool or a method do not fit all students. Research has focused on gender differences and there is high interest in increasing female participation. Games and especially game-design tend to impact perceived usefulness of programming environments. Moreover, personality traits like cognitive style and emotional intelligence (EQ) seem to correlate with technology and achievement in programming. In this study, the effects of three different programming environments were investigated, in high school settings, by creating games and taking into account gender and personality characteristics. Three groups were formed, group A created games with Scratch, group B used App Inventor and made games for mobile devices, while group C created interactive stories-games with Alice 3D. This study was seeking to find possible biases based on gender, learning perception, usage and students' personalities between the three experimental conditions. One hundred and sixty three students aged 14–15 years old participated in the study, and data were collected through pre activity and post activity questionnaires. Results show different gender preferences for the three programming tools and, in some cases, different personalities (cognitive styles and EQ) have different learning preferences. Moreover, all programming environments had different emotional effects on the students. The study concludes with guidelines for programming learning environments that respect individual learning preferences and aim to maximize learning effectiveness.

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Section: Student Preferencesmentioning

confidence: 92%

Game Design, Gender and Personalities in Programming Education

Θεοδωρόπουλος

Lepouras

2022

Front. Comput. Sci.

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“…This stereotypical image is incompatible with female gender roles (Eagly, 1987;Cheryan et al, 2013) and women's preference for peopleoriented and collaborative careers (Ying et al, 2019). Various studies have indicated that women have more negative attitudes than men toward computer science (Chang et al, 2012;Başer, 2013;Jarratt et al, 2019) and are less confident in their abilities in the field (Beyer et al, 2003;Maguire et al, 2014;Coto and Mora, 2019;Fraunhofer IAIS, 2019;Jarratt et al, 2019;Campe et al, 2020). However, several studies have shown that there are no gender differences in performance in computer science at either the university (Akinola, 2016) or public education (Papadakis, 2018;Iskrenovic-Momcilovic, 2019).…”

Section: Influence Of Gender On Pair Programmingmentioning

confidence: 99%

Gender and pair programming–Effects of the gender composition of pairs on collaboration in a robotics workshop

2022

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The goal of this video study was to investigate whether the gender composition of a pair influences collaboration during the pair programming process. Pair programming is an agile software development technique in which two people share a computer and jointly develop a program. One of the programmers, the driver, operates the keyboard and mouse; the other, the navigator, reviews the code and helps without touching the keyboard or mouse. These two roles are swapped at regular intervals. Video data were collected during a half-day robotics workshop for students in Grades 5–9 (10–14 years old) and gifted students in Grades 3–6 (8–11 years old) at the University of Teacher Education Lucerne. A total of 203 pairs with different gender compositions (homogeneous female, homogeneous male, heterogeneous) were filmed during the pair programming process. Without consideration of the grade level the research results showed that there were no significant differences between the pairs based on gender composition in terms of task-solving speed, number of assistance requests, role changes, or rule violations by the navigator. In heterogeneous pairs, male and female students in the navigator role intervened equally often. These results initially appear to be consistent with several previous studies, which also found no significant differences based on gender composition. However, when only students in Grades 7–9 (12–14 years old) were considered, there were two significant differences. First, the homogeneous male pairs violated the rule that the navigator does not touch the keyboard or mouse more often than the other pairs. This suggests that homogeneous male pairs are not ideal for students in Grades 7–9 (12–14 years old). Second, as previously shown in other studies, heterogeneous pairs showed the greatest variability in task-solving speed. This may indicate compatibility issues among some heterogeneous pairs in Grades 7–9. In this study, only quantitatively measurable indicators of collaboration were considered. Further research on gender and pair programming should therefore focus on the quality of collaboration.

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“…The emotional states of the students were analyzed using two instruments: one to determine the emotional states and the other to identify the primary dimensions of emotions. The influence of age and gender on emotional expression has been considered, since it has been observed that girls often associate more negative emotions with this domain compared to boys [30]. The relationship between certain emotions and the programming concepts practiced during activities has been studied.…”

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confidence: 99%