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越来越重要，因此迫切需要培养更多的计算机科学家。虽然许多学生在大学里学习计算机科学入门课程（CS1），但他们往往很难学习编程。CS1概念具有挑战性，但学生也很难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。这些元认知技能对于成功的学习非常重要。虽然许多举措旨在帮助学生更有效地学习内容，但很少有人专注于帮助学生发展这些学习策略。为了弥补这一差距，本项目将开发新技术，提供个性化的、与情境相关的支持和实践机会，帮助学生在大型CS1课堂上发展元认知技能。支持元认知是具有挑战性的，因为学生在不同的计划、反思和寻求帮助的技能上挣扎，他们的挣扎出现在不同的情境中。虽然个性化指导是有效的，但这种方法无法扩展到CS1课程的大量学生。本项目旨在通过“情境感知元认知实践（CAMP）”来克服这些挑战，这是一个支持元认知的理论模型和平台：（1）利用课堂生态系统来揭示学生的学习策略，（2）支架对无效策略及其根本原因的反思，以及（3）支架更有效策略的情境实践。该研究将研究CAMP模型的有效性，使用基于设计的研究方法，以产生经验验证的原则，促进我们对元认知框架的理解。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

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.