Formation of computational identity through computational thinking perspectives development in programming learning: A mediation analysis among primary school students

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

“…However, the conceptions of “expressing and relieving” were newly found in this study. A recent study suggested that students’ immersion in feelings and experiences may transform their perceptions of programming activities (Kong & Wang, 2020). Therefore, it is categorized into a higher level (cohesive) CoPL.…”

“…Among these six types of conceptions of programming learning, the idea that learners perceived programming learning as a means of “relieving” was rarely discussed in earlier studies. However, a recent paper suggested that, in the context of programming learning, the school should help students to formulate a self-identification called “computational identity” (Kong & Wang, 2020). Similar to personal identification that individuals developed through personal and social transformation, Kong and Wang believed that students’ computational identity, which consists of “programming engagement,” “programming affiliation,” “programming actualization,” and “programming goal setting,” is an ongoing mental construction process of self-identification formation resulting from the level of immersion in feelings and experiences of programming activities.…”

“…Countries around the world are embracing programming education in their national curricula to have individuals develop the competence of communicating with computer programming skills (Kong et al., 2019). In this context, recent studies on programming education have generally focused on the effect of computational thinking by utilizing more user friendly, and/or gamified block-based, also called visual-based, programming languages (VPL) in programming education (Bau et al., 2017; Boldbaatar & Şendurur, 2019; Buitrago Flórez et al., 2017; Kong & Wang, 2020). For example, block-based programming interfaces leverage a programming puzzle or Lego-like piece symbols that provide visual cues to the users about how and where commands can be applied (Dwyer et al., 2015).…”

Development and evaluation of granular simulation for integrating computational thinking into computational physics courses

“…The influence of CT in education is far-reaching; many teachers are starting to include it at the level of preschool (Bers et al, 2014;Lin et al, 2020), elementary school (Chalmers, 2018;G. Chen et al, 2017; C. S. Kong & Wang, 2020), and high school level (Guggemos, 2020;Harangus & Kátai, 2020;Zhang & Nouri, 2019). Many of them are even in the form of a formal curriculum that is applied in schools (Bers et al, 2014;Manson & Olsen, 2012;Tang et al, 2020).…”

Evaluation of the e-Learning Utilization as a Learning System in Higher Education Institution

“…While the data analysis used is with structural Equation Modelling (SEM). SEM is referred to as a mathematical and statistical model [6] [7], path analysis [8] to measure variables that cannot be observed [9] so that it requires observable indicators or variables. In the path analysis, it is said that all variables form a regression equation like the one in LISREL [10], AMOS and SmartPLS However, various researchers have criticized this method throughout its development regarding a limited theory's predictive power and changes when it is associated with information technology [11].…”