The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy

Wei, Xuefeng; Lin, Lin; Meng, Nanxi; Tan, Wei; Kong, Siu-Cheung; Kinshuk, Kinshuk

doi:10.1016/j.compedu.2020.104023

Cited by 136 publications

(117 citation statements)

References 42 publications

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“…Demir and Seferoglu (2020) have found that in terms of process and coding quality, pair programming was a more effective coding education method than solo programming. Similarly, Wei et al (2020) suggested that teachers could use partial pair programming (PPP) as an effective approach to improve students' CT skills in K‐12 classrooms. And Flórez et al (2017) pointed out that peer support and cooperative problem solving seemed to be particularly effective in stimulating CT skills.…”

Section: Discussionmentioning

confidence: 99%

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Sun

Zhou

2021

Computer Assisted Learning

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Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12.

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Section: Discussionmentioning

confidence: 99%

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Sun

Zhou

2021

Computer Assisted Learning

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“…Since then, CT has attracted growing attention from educators and education researchers and is considered a critical ability that enables students to grasp basic problem-solving skills (Qualls and Sherrell, 2010;Weintrop et al, 2016). In K-12 education, students' CT competency is mainly fostered through programming training (Goyal et al, 2016;Wei et al, 2020). CT can help students attain higherlevel thinking processes, such as problem decomposition and innovative thinking (Barr and Stephenson, 2011;Shute et al, 2017).…”

Section: Computational Thinkingmentioning

confidence: 99%

Exploring Computational Thinking Skills Training Through Augmented Reality and AIoT Learning

et al. 2021

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Given the widespread acceptance of computational thinking (CT) in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things (AIoT) combines artificial intelligence (AI) and the Internet of things (IoT) and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented Reality (AR) technology was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design.

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“…IPS is used as knowledge that fosters future generations to learn positive things, namely by making changes according to the conditions desired by the world or in accordance with the creative power of development and the principles and value systems adopted by society and fostering a better future life for society. Social studies content has an ideal objective, namely to develop students' potential to be sensitive to social problems that occur in society, have a positive mental attitude towards correcting any imbalances that occur, and are skilled at overseeing every problem that occurs daily, whether that befalls themselves or those that affect life society, nation and state (Manu et al, 2021;Wahyu, 2018;Wei et al, 2021). So, it focuses more on students' experiences in facing a problem and can find solutions to these problems (Hawley & Whitman, 2020;Lee et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Comic-Based Learning Media with the Topic of Natural Resources

Liniasari

Yudiana

Dibia

2021

International j.of Elementary Education

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The limitations of learning media in the learning process are mainly in the content of social studies with the topic of natural resources in grade IV. This study aims to develop a valid comic-based learning media. The development model used is the ADDIE model which has five stages, namely: analysis, planning, development, implementation, and evaluation. Comic-based learning media products were the subject of this study, then the validity of comic-based learning media was the object of research. The data collection method was conducted using a questionnaire method. In measuring the validity of comic-based learning media, a rating scale instrument is used in the form of a media validity assessment sheet filled in by 1 lecturer as a material expert and 1 lecturer as a media expert and 2 teachers as a practitioner expert. The media validity data obtained were then analyzed using the mean formula to determine the average score of the validity of comic-based learning media. The average score obtained by each expert on the material expert is 4.80, the media expert is 4.79, and the practitioner expert is 4.88, the three average scores obtained belong to the "very good" category. Based on this, the comic-based learning media developed on the topic of natural resources is declared valid and can be used in learning in grade IV elementary schools.

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The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy

Cited by 136 publications

References 42 publications

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Exploring Computational Thinking Skills Training Through Augmented Reality and AIoT Learning

Comic-Based Learning Media with the Topic of Natural Resources

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