NSF Cyberlearning: Context-Aware Metacognitive Practice: Instrumenting Classroom Ecosystems to Help Introductory Computer Science Students Develop Effective Learning Strategies

技术在我们社会的各个领域都变得越来越重要，因此，迫切需要培养更多的计算机科学家。当许多学生在大学学习计算机科学入门课程（CS1）时，他们往往很难学习编程。CS1的概念是具有挑战性的，但学生也努力有效地计划他们的工作，在需要时寻求帮助，并反思他们的理解。这些是元认知技能，对成功的学习很重要。虽然许多举措旨在帮助学生更有效地学习内容，但很少有人关注帮助学生制定这些学习策略。为了解决这一差距，该项目将开发新技术，提供个性化的、与情境相关的支持和实践机会，帮助学生在CS1大班中发展元认知技能。支持元认知是具有挑战性的，因为学生们在不同的计划、反思和寻求帮助的技能上挣扎，他们的挣扎出现在不同的背景下。虽然个性化指导是有效的，但这种方法不能扩展到大量注册CS1课程的学生。本项目旨在通过“情境感知元认知实践（CAMP）”来克服这些挑战，这是一个理论模型和平台，通过以下方式支持元认知：(1)利用课堂生态系统来揭示学生的学习策略，(2)对无效策略及其根本原因的脚手架式反思，以及(3)脚手架式更有效策略的情境实践。本研究将使用基于设计的研究方法来研究CAMP模型的有效性，以产生经验验证的原则，促进我们对元认知支架的理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Technology is increasingly important across all areas of our society, and as a result, there is a pressing need to train more computer scientists. While many students are taking introductory computer science courses (CS1) in college, they often struggle to learn programming. CS1 concepts are challenging, but students also struggle to plan their work effectively, seek help when needed, and reflect on their understanding. Such skills, which are metacognitive, are important for successful learning. While many initiatives aim to help students learn content more effectively, few focus on helping students develop these learning strategies. To address this gap, this project will develop new technologies that provide personalized, contextually relevant supports and practice opportunities to help students develop metacognitive skills in large CS1 classes.Supporting metacognition is challenging because students struggle with different planning, reflection, and help-seeking skills, and their struggles arise across a diverse set of contexts. While personalized mentoring is effective, this approach is not scalable to the large number of students enrolled in CS1 classes. This project aims to overcome these challenges through “Context-Aware Metacognition Practice (CAMP),” a theoretical model and platform that supports metacognition by: (1) instrumenting classroom ecosystems to surface student learning strategies, (2) scaffolding reflection on ineffective strategies and their underlying root causes, and (3) scaffolding contextual practice of more effective strategies. This research will study the effectiveness of the CAMP model using a design-based research approach to generate empirically validated principles that advance our understanding of metacognitive scaffolding.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.