Integrating Project‐Based Learning With Self‐Regulated Learning to Enhance Programming Learning Motivation.
Background: Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 20 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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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=184016309&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016309 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016309 184016309 184016309 10.1111/jcal.70011 184016309 ppf: 1 ppct: 19 formats: tig: atl: Integrating Project‐Based Learning With Self‐Regulated Learning to Enhance Programming Learning Motivation. aug: au: Gu, Peidi Cheng, Zui Miaoting, Cheng Poggio, John Dong, Yan affil: College of Education for the Future, Beijing Normal University, Zhuhai, China sug: subj: Learning Methods Students, College Motivation Software Education Learning Environment Human Male Female Adolescence Young Adult Quasi-Experimental Studies Pretest-Posttest Control Group Design Randomized Controlled Trials Random Assignment Analysis of Covariance Stress, Psychological Education, Masters Descriptive Statistics Analysis of Variance Questionnaires Self-Efficacy Coefficient alpha Data Analysis Software Student Attitudes Competency Assessment Student Satisfaction Evaluation Funding Source Adolescent: 13-18 years Male Female ab: Background: Today, the importance of STEM (Science, Technology, Engineering and Mathematics) education and training is widely recognised and accepted. Computer programming courses have become essential in higher education to nurture students' programming, analysis and computational skills, which are vital for success in all STEM fields and areas. Objectives: This study evaluated an integrated pedagogical method that combined Project‐Based Learning (PBL) and Self‐Regulated Learning (SRL) to enhance college students' motivation when learning C programming. While PBL promotes learner‐centred environments, it does not automatically foster SRL, which is critical for sustaining engagement and motivation in cognitively demanding programming courses. Although research highlights the importance of both PBL and SRL, studies explicitly combining these frameworks to support motivation, emotion regulation, and learning satisfaction are limited. Our study addresses this gap by integrating SRL scaffolding into the PBL framework, hypothesising that this combination would positively impact students' learning motivation. Methods: The study used a pre‐ and post‐test quasi‐experimental design. A total of 173 students volunteered to participate. Students were randomly assigned to one of three pedagogical design groups: the PBL group, the PBL + SRL group or a control (traditional instruction) group. A one‐way analysis of covariance (ANCOVA) was the principal method for data analysis. Results and Conclusions: The study's findings demonstrated that the proposed PBL + SRL approach effectively enhanced students' intrinsic motivation. This is evidenced by the heightened interest and perceived value of the learning method and reduced tension and pressure throughout the learning process compared to both the standalone PBL and traditional approaches. Furthermore, students in the PBL + SRL group reported the highest self‐efficacy and course satisfaction levels. Contribution: This study pioneered the provision of empirical evidence supporting SRL scaffolding as an effective and timely intervention to improve students' learning motivation beyond using the PBL strategy alone in computer programming courses. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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