Understanding the relationship between computational thinking and computational participation: a case study from Scratch online community
Understanding the relationship between computational thinking and computational participation: a case study from Scratch online community
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理解计算思维与计算参与之间的关系：来自 Scratch 在线社区的案例研究
DOI：
10.1007/s11423-021-10021-8
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Yin Chengjiu
中科院分区：
文献类型：
--
作者：
Jiang Bo;Zhao Wei;Gu Xiaoqing;Yin Chengjiu
社会学习理论认为，当学习者有机会观察和与同龄人互动时，学习是最有效的。不幸的是，目前的K-12编程教育过分强调个人学习，不鼓励学习者观察和与他人互动。Scratch在线社区通过允许青年观察和与他人互动，为他们提供积极参与社区的机会。然而，目前还不清楚是什么促使学习者积极参与Scratch在线社区。本研究通过一个包含20多万个Scratch项目的大规模数据库，探讨Scratch项目中体现的计算思维对用户参与的影响。通过对Scratch在线用户创建的项目进行聚类分析，考察了Scratch在线用户的计算思维特征，并通过因果分析研究了项目中反映的计算思维水平对用户参与的影响。聚类分析显示，三个集群的学习者，并没有比其他高级学习者创建更多的项目，但他们的项目吸引更多的同行参与。我们的统计分析发现，项目中反映的计算思维水平与其受欢迎程度之间存在低至中等程度的相关性。然而，进一步的因果分析表明，项目中反映的计算思维水平并没有对学习者的参与产生因果影响。研究结果提示，在规划过程中，教师不仅要重视青少年CT基本技能的培养，更要努力让青少年积极参与社会交往活动。
Social learning theory posits that learning is most effective when providing learners with opportunities to observe and interact with peers. Unfortunately, current K-12 programming education overemphasizes individual learning and discourages learners from observing and interacting with others. The Scratch online community provides youth opportunities to actively participate in the community by allowing them to observe and interact with others. However, it is unclear what motivates learners’ active participation in the Scratch online community. With a large-scale database with more than two hundred thousand Scratch projects, this study explored the impact of the computational thinking reflected in Scratch projects on users’ participation. We examined Scratch’s online users’ computational thinking profile via clustering analysis on the projects they created, then studied the influence of computational thinking level reflected in projects on the users’ participation through causal analysis. The clustering analysis revealed three clusters of learners, and the advanced learners did not create more projects than others but their projects attract more participation from peers. Our statistic analysis finds a low to moderate strength of correlation between the computational thinking level reflected in projects and their popularity. However, the further causal analysis suggests that the computational thinking level reflected in projects fails to causally affect learners’ participation. Our results suggest that instructors should not only attach importance to the development of basic CT skills of youth but also do well to find ways to get youth to participate actively in social interaction activity during the programming process.
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DOI：
10.1109/iccse.2019.8845495
发表时间：
2019
期刊：
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影响因子：
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作者：
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DOI：
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发表时间：
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期刊：
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DOI：
--
发表时间：
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期刊：
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