Attending to structural programming features predicts differences in learning and motivation
Attending to structural programming features predicts differences in learning and motivation
复制标题
关注结构化编程特征可以预测学习和动机的差异
DOI：
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发表时间：
2018
影响因子：
5
通讯作者：
Robin Shoop
中科院分区：
文献类型：
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作者：
Eben B. Witherspoon;C. Schunn;Ross M. Higashi;Robin Shoop
J Comput Assist Learn. 2018;1-14.摘要教育机器人计划提供了一个引人入胜的机会，可能教核心计算机科学的概念和实践中的K-12教室。在这里，我们测试了在虚拟机器人环境中具有不同编程内容的单元对中学（6 - 8年级）机器人教室的学习增益和动机变化的影响。总体上发现了显著的学习增益，特别是对于引入涉及程序流的内容的组，程序执行的结构逻辑。这些群体在需要将知识转移到不同环境的项目上的相对收益特别高。与其他单位相比，达到包括程序流内容的单位也与更大的编程兴趣维护相关。因此，我们的研究结果表明，明确的指令在结构逻辑的编程可能会开发更深层次的可转移的编程知识，并防止下降的一些动机因素。
J Comput Assist Learn. 2018;1–14. Abstract Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K–12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context on both learning gains and motivational changes in middle school (6th–8th grade) robotics classrooms. Significant learning gains were found overall, particularly for groups introduced to content involving program flow, the structural logic of program execution. Relative gains for these groups were particularly high on items that require the transfer of knowledge to dissimilar contexts. Reaching units that included program flow content was also associated with greater maintenance of programming interest when compared with other units. Therefore, our results suggest that explicit instruction in the structural logic of programming may develop deeper transferrable programming knowledge and prevent declines in some motivational factors.