Effectiveness of collaboration in developing computational thinking skills: A systematic review of social cognitive factors

Abstract

BackgroundCollaboration has commonly been integrated in computational thinking education to foster novice learning. While the majority of existing studies on developing students' CT skills have been based on competency or personality factors, social factors have been largely ignored.ObjectivesThis systematic review, framed by social cognitive learning theories, aims to unravel the influencing factors of collaboration in developing computational thinking skills in K‐12 education.MethodsWe searched four databases and located 79 publications for synthesis analysis to identify 10 social cognitive factors from personal and learning environmental perspectives. Personal factors are gender, prior knowledge, and motivational attitudes, while the learning environmental factors are roles, partnership, interaction, culture, tools, tasks, and scaffolding.Results and ConclusionsWe examined the following five major issues: (a) collaboration elements designed in learning activities; (b) social cognitive factors that might influence the development of computational thinking; (c) the influences caused by social cognitive factors; (d) students' perceived benefits of collaboration; (e) major challenges of integrating collaboration in computational thinking education. The most reported challenges in collaborative classrooms are students' misunderstanding of computational thinking knowledge, negative sentiments, and communication problems. Accordingly, a design framework to facilitate collaborative learning activities was proposed. The design framework can provide a more focused research avenue for examining the effects of collaboration in the development of computational thinking in K‐12 education.

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

“…The "CUTE-STEM" questionnaire [16], composed of 23 closed-ended items with four dimensions (Table 2) and four open questions, was used. Seventeen items (items 1-5 and 12-23) correspond to a 5-point Likert scale, while six items were dichotomous (items [6][7][8][9][10][11]. The Cronbach's alpha coefficient for the 17 Likert-type items revealed an acceptable reliability score (α = 0.751).…”

“…One of the significant advantages of STEM education is its role in promoting the development of key competencies essential for success across the fields of Science, Technology, Engineering, and Mathematics. These competencies include critical thinking, problem solving, communication, and collaboration [4][5][6], as well as computational thinking, programming proficiency, and digital competence [7][8][9]. These competencies have been and will continue to be invaluable, transcending temporal boundaries, while the incorporation of computer science and technology-related skills further enriches the STEM education landscape.…”

“…(b) Frequency of use of Augmented and Virtual Reality for entertainment and educational purposes. (6)(7)(8)(9)(10)(11) This category measures the frequency and purpose of using Virtual or Augmented Reality for personal entertainment or educational activities. It aims to evaluate the degree to which participants integrate technological tools and devices into their daily routine.…”