Attending to structural programming features predicts differences in learning and motivation.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 115 - 129 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312177&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312177 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312177 128312177 128312177 10.1111/jcal.12219 128312177 ppf: 115 ppct: 14 formats: tig: atl: Attending to structural programming features predicts differences in learning and motivation. aug: au: Witherspoon, Eben B. Schunn, Christian D. Higashi, Ross M. Shoop, Robin affil: University of Pittsburgh, USA sug: subj: Robotics Learning Methods Motivation Computer-Assisted Instruction Human Students, Elementary Pennsylvania Students, Middle School Pennsylvania Pennsylvania Curriculum Surveys Analysis of Covariance Analysis of Variance Funding Source ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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