Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes

Landry, Jeffrey P.; Pardue, J. Harold; Doran, Michael; Daigle, Roy J.

doi:10.1002/j.2168-9830.2002.tb00678.x

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…In the relevant literature, it is feasible to come across a range of studies on the challenges experienced while teaching and learning computer programming [1,3,[9][10][11][12][13][14]. The challenges experienced may be attributed to several factors, some of which are the fact that individuals fail to possess the above-mentioned higher-order thinking skills, apply incomplete or improper teaching approaches, or attribute poor significance to computer programming education [3,4,13,15].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

Korkmaz¹

2016

IJMECS

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The purpose of the present research is to designate the effects of Scratch-based game activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-testpost-test control group quasiexperimental study. The study group consists of 49 students studying at the Faculty of Engineering. The test group was administered a teaching method with Scratchbased game activities. On the other hand, the control group was directly taught C++ topics via an editor. Research data were collected via an implementing academic achievement test (Kr-20= 0, 71), attitude towards a learning programming scale (Cronbach's Alpha =0.84) and a computer programming self-efficacy scale (Cronbach's Alpha= 0.966). Our findings are as follows: A significant number of the students consider themselves as mid-level efficient in C++ programming. Scratchbased game activities render no effects on students' attitudes and self-efficacy perceptions. On the other hand, Scratch-based game activities render significant contributions on students' academic achievements in C++ programming language.

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Section: Introductionmentioning

confidence: 99%

The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

Korkmaz¹

2016

IJMECS

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“…The TAM has become one of the most broadly applied theoretical models for explaining why an individual rejects or accepts an information system (Lee, Kozar, & Larsen, 2003). Besides its application to information systems, the TAM also has been applied in education research (Arbaugh, 2005;Landry, Griffeth, & Hartman, 2006;Landry, Pardue, Doran, & Daigle, 2002;Martins & Kellermanns, 2004). Because the ultimate goal of educational innovation dissemination is the routine usage of the innovation, the TAM and the theories on which it is based may be useful in examining the adoption and routine usage stages of the dissemination process; whereas diffusion of innovation may be beneficial in explaining how potential users become aware of and why they intend to adopt educational innovations.…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

A Proposed Framework for Educational Innovation Dissemination

Hazen

Sankar

et al. 2012

Journal of Educational Technology Systems

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Although the need for new educational technologies is increasing, the process for disseminating these innovations remains a challenge. A literature review shows that few studies have thoroughly investigated this area. Furthermore, there is no comprehensive framework or coordinated research agenda that may be used to guide such investigation. This study draws on diffusion of innovation, technology acceptance, and related literatures as a basis to examine the process by which educational innovations are disseminated. In this article, we develop a framework for educational innovation dissemination and illustrate the process described by the framework using online education as an example. The stages of the dissemination process are discussed and it is shown how characteristics of the innovation, adopter, and environment may affect how well an innovation progresses through these stages. This leads to the development of a series of propositions that can be used as the basis for future investigation.

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“…Scholars have argued that a person's actions are strongly influenced by the perceptions of others regarding appropriate action in a social context (Mollen et al , 2013). According to social learning theory, individual perceptions and beliefs are influenced by socialization agents such as one's family and friends (Landry et al ., 2002). Previous studies have found that social norms play a positive and significant role in influencing product evaluations with respect to perceived usefulness (Liu et al ., 2012; Yoon and Rolland, 2015; Hokroh and Green, 2019), perceived value (Immonen and Sintonen, 2016) and delivery of consumer satisfaction (Liu et al ., 2012).…”

Section: Introductionmentioning

confidence: 99%

How social norms affect alcohol dependence: the mediating role of perceived benefits and alcohol identity

Wang

Liao

2020

BFJ

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PurposeAlthough the association between social norms and alcohol dependence has been noted, how social norms cause alcohol dependence remains unclear. This study thus investigated how social norms affect the perceived benefits of drinking and alcohol identity, which in turn affect alcohol dependence.Design/methodology/approachConvenience sampling was used, and 452 valid questionnaires were collected from alcohol (specifically, beer) consumers over the age of 18; answers were analyzed through structural equation modeling.FindingsSocial norms positively affected the perceived benefits of drinking and alcohol identity; alcohol identity positively affected alcohol dependence; moreover, alcohol identity fully mediated the effects of social norms and the perceived benefits of drinking on alcohol dependence.Originality/valueHow social norms affect alcohol dependence has rarely been studied; thus, the present study has value for integrating the findings in the lines of research on social norms and alcohol dependence. Based on the study results, the authors recommend that policies aimed at discouraging alcohol dependence should focus on mitigating the social pressure to drink and the perceived benefits of drinking as well as labeling others as drinkers.

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Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes

Cited by 10 publications

References 12 publications

The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

A Proposed Framework for Educational Innovation Dissemination

How social norms affect alcohol dependence: the mediating role of perceived benefits and alcohol identity

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