The Study of Learning Computer Programming for Students with Medical Fields of Specification—An Analysis via Structural Equation Modeling

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching & learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, & Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more ‘speech’ Blocks in their projects and more Absolute Positioning Blocks for ‘motion’ than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying & implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic & Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.

Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students’ computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students’ computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students’ learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students’ computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores.

Review on teaching and learning of computational thinking through programming: What is next for K-12?

Computational thinking (CT) and programming are essential competencies in the Fourth Industrial Revolution, spurring interest in learner‐centered and artificial intelligence (AI)‐based education. Combining the active environment of flipped learning with the personalized support of generative AI is a promising new strategy for programming education; however, research integrating these elements remains limited. This study investigated the effects of programming education that incorporates both flipped learning and generative AI on students' CT and problem‐solving skills, with particular attention to variations by university size and educational setting. Participants were students enrolled in introductory software courses at two universities (K and J). Programming lessons integrating generative AI and flipped learning were developed, and changes in students' CT and problem‐solving skills were evaluated using pre‐ and post‐surveys and analyses of programming assignments. The study also examined the relationship between programming‐related CT components (problem decomposition, abstraction, algorithm design, automation, and simulation) and students' programming difficulties, as well as key factors contributing to differences in learning outcomes between institutes. The results revealed significant improvements in the CT and problem‐solving skills of students. Based on these findings, pedagogical strategies were proposed to optimize the use of generative AI and flipped learning in diverse educational contexts. This study provides valuable insights into the application of active, personalized learning in various settings, including introductory software education and online learning.

Across the world there has been a paradigm shift in school education, as many countries are incorporating Computer Science (CS), programming, and Thinking (CT), into their K-12 curriculums for the first time. In 2018 these subjects will be introduced to the New Zealand (NZ) Digital Technologies curriculum under the subject of Computational Thinking. Like the majority of countries who have introduced these topics, NZ faces challenges in preparing teachers, and in successfully implementing a curriculum which achieves its educational goals. To support this curriculum, we have been conducting studies in primary schools across NZ, trialing resources with teachers and students. Building on a 2014 exploratory study on CS and programming in intermediate school, this project investigates the existing assumptions around CT education in K-12. It aims to address the specific questions: How do we teach CT concepts and approaches to primary aged students? If they learn CT, does it have the expected positive impacts on students learning? And, what other positive and negative impacts does this have? Throughout 2015 and 2016 a study was conducted with 18 primary school teachers from across NZ, who used CS Unplugged and educational programming languages in their classrooms. Teachers submitted feedback on these classes through an online form, and participated in semi-structured interviews. The feedback responses and interview transcripts were analysed using a thematic approach, which revealed many positive impacts on students general learning, minimal negative impacts, and observations of CT development.

This research aims to determine the influence of the hybrid learning model on students' learning attitudes in English language learning and examine the students’ learning attitudes in English language learning using the hybrid learning model. The study utilize a mixed-methods approach with a concurrent embedded design, employing questionnaires, interviews, and documentation as data collection techniques. The result of the study indicate that the hybrid learning model in English language learning influences students’ learning attitudes, with a coefficient of determination (R-squared) value of 0.299. This implies that the hybrid learning model accounts for 29.9% of the variance in students’ learning attitudes, while the remaining 70.1% is influenced by other unexplored variables. The implementation of the hybrid learning model at MTs.N 1 Kabupaten Gorontalo takes place during the transition period from full online learning to limited face-to-face learning, where students are scheduled to come to school. Students learning attitudes in the hybrid learning model exhibit both positive and negative aspects. Additionally, there is a special class in the school where many students display positive learning attitudes. However, it should be noted that students who are not part of the special class can still possess positive learning attitudes.

<span lang="EN-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</span>

Computational thinking for teachers: Development of a localised E-learning system

Computational thinking has emerged as a critical 21st-century skill, yet many secondary students in Malaysia have not been formally exposed to structured computational thinking education. This study evaluates the effectiveness of a “Basic to Advanced Computational Thinking for Secondary Students” program implemented in Melaka, Malaysia. To assess the impact of a four-day computational thinking program on secondary students’ knowledge, skills, and confidence in computational thinking concepts. A pre-post evaluation design was employed using the validated form provided by Research, Innovation, Commercialisation, and Entrepreneurship (RICE) University Technical Malaysia Melaka (UTeM) assessment instrument. Forty-eight secondary students (Forms 1-3) participated in the program, which covered introduction to computational thinking which includes Microbit, Scratch, artificial intelligence (AI), and robotics. Participants completed self-assessment questionnaires before and after the program using a 5-point Likert scale. The program demonstrated significant effectiveness across all measured competencies. Overall mean scores improved from 2.45 to 3.71 (51.3% improvement). The highest improvements were observed in knowledge acquisition (60.9%) and program relevance perception (53.2%). Female students (n=9) and male students (n=20) both showed substantial improvements, with the program successfully engaging diverse learners across different form levels. The structured computational thinking program effectively enhanced secondary students’ competencies in computational thinking. The findings support the integration of comprehensive computational thinking curricula in Malaysian secondary education to prepare students for digital literacy demands.

Enhancing elementary school students' computational thinking and programming learning with graphic organizers

The purpose of the current study was to explore the effect of modality (constructionist mBlock, Scratch, and Python interventions) on six-grade students’ computational thinking, programming attitude, and achievement. The pre-test and post-test quasi-experimental design was used to explore the research questions. The study group consisted of 105 six grade students from three different classes. A constructionist learning environment was formed for Scratch, mBlock, and Python groups. All groups were given 8 week-instruction. Instruction included two forty-minute sessions each week. The data were collected through the programming achievement test, computational thinking test, and computer programming attitude scale. The results of the study showed that mBlock group outperformed the Scratch and Python groups with respect to computer programming attitude. Students who attended mBlock and Scratch groups had higher levels of programming achievement than those of the students who attended the Python group. No significant differences with respect to computational thinking were observed between the groups. This study has implications for educators who are teaching computational thinking and programming. Further research was recommended to explore the effect of modality.

Introducing computational thinking, parallel programming and performance engineering in interdisciplinary studies

This study compares computational thinking skills evidenced by two groups of students in two different secondary schools: one group per school was studying a qualification in Computer Science. The aim was to establish which elements of computational thinking were more prevalent in students studying Computer Science to a higher level. This in turn would evidence those elements likely to be present from their earlier computing education or through their complementary studies in Science or Mathematics, which all students also studied. Understanding this difference was important to identify any increased competence in computational thinking that was present in the Computer Science groups. Artefact-based interviews were carried out using questions and practical computing problems designed to elicit and demonstrate the students’ computational thinking skills based on the Brennan and Resnick (2016) model of computational concepts, practices and perspectives. Analysis of students’ responses showed surprisingly little difference between the computational thinking practices of the two groups in relation to abstraction, decomposition, evaluation, generalisation/reusing, logical reasoning and debugging/testing. The study concludes that general computational thinking skills can be developed either at a lower level of study or in cognate curriculum areas, leaving computer science as the rightful locus of computational thinking for automation.

The new trends of the integrating of ICT in English Class used by the researchers in Teaching English as Foreign Language (TEFL) methodology class that enables the students get more experience, knowledge and understanding. This research aims to know whether the students have positive perception on the integrating ICT in TEFL methodology class, describe the students’ attitude in learning TEFL methodology Class through the integration of ICT and get the information on the strengths and weaknesses of the integrating of ICT in TEFL methodology class from the students’ perception. The researchers conducted the research in TEFL Methodology Class. The students involved in this research were the students of fifth semester that consist of 30 students in English Department of STKIP Muhammadiyah Pringsewu Lampung. This research is qualitative research which involves case study. In collecting the data, the researchers used questionnaire, in-dept interview and observation. In getting the validity of the data the triangulation was applied by the researcher. From the research finding, the researchers got the information that the students have positive perception in ICT for TEFL methodology class, the students have positive attitude in learning, and integration of ICT for TEFL brings both strengths and weakness.

Currently, computational thinking is considered one of the future abilities that students must have. However, existing research has not offered comprehensive findings and explorations of computational thinking. This research presents bibliometric analysis research to investigate the development of research on computational thinking abilities at all levels of education. Specifically, the main aim of this research is to analyze trends in computational thinking research using bibliometric mapping based on variables: publications, citations, keywords, journals, authors, and countries. The initial search produced 5188 documents, which were then filtered into 1599 articles according to the inclusion and exclusion criteria. The first article recorded was from 1987 and the number of articles published increased in 2014-2022. This shows that the research trend in computational thinking has become a quite popular research topic in line with the awareness of the importance of computational thinking skills as one of the abilities that must be needed by the current generation. In relation to keywords related to computational thinking, discussion of computational thinking abilities is no longer limited to computer science or programming, but has spread to education, whether learning, assessment, or other supporting abilities. In addition, it is also identified the most productive journals in producing research on this topic, along with institutions and countries that have made major contributions to the related research. As the most productive country, the United States leads the list, followed by China and Türkiye. Overall, these results provide a broad picture of understanding regarding the development of computational thinking abilities that have been connected to various fields. Therefore, in the field of education, it is appropriate for policy holders to consider computational thinking skills to be integrated into the current curriculum.