The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour.
Background: Computational thinking (CT) refers to the ability to represent problems, design solutions and migrate solutions computationally. While previous studies have shown that self‐explanation can enhance students' learning, few empirical studies have examined the effects of using different self...
| Published in: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 18 |
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| Main Authors: | , , , , |
| Format: | pictorial research tables/charts randomized controlled trial Journal Article |
| Published: |
Wiley-Blackwell
Oct2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234214&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234214 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234214 188234214 188234214 10.1111/jcal.70116 188234214 ppf: 1 ppct: 17 formats: tig: atl: The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour. aug: au: Chen, Peng Yang, Dong Zhao, Jia Yang, Shu Lavonen, Jari affil: College of Education, Capital Normal University, Beijing, China sug: subj: Students, High School Psychosocial Factors Problem Solving Evaluation Skill Acquisition Evaluation Programming Languages Evaluation Computers and Computerization Learning Methods Outcomes of Education Evaluation Human Male Female Adolescence Schools, Secondary Quasi-Experimental Studies Randomized Controlled Trials Random Assignment Comparative Studies Descriptive Statistics Analysis of Covariance Health Knowledge Adolescent Behavior Post Hoc Analysis Conceptual Framework Data Analysis Software Funding Source Questionnaires Adolescent: 13-18 years Male Female ab: Background: Computational thinking (CT) refers to the ability to represent problems, design solutions and migrate solutions computationally. While previous studies have shown that self‐explanation can enhance students' learning, few empirical studies have examined the effects of using different self‐explanation prompts to cultivate students' CT skills. Objectives: This study aimed to investigate the effects of self‐explanation on students' CT skills and programming behaviours. Methods: Using a quasi‐experimental design, 60 7th‐grade students were recruited to participate in a 5‐week programme. They were randomly assigned to one of three conditions: a group that received scaffolded self‐explanation prompts (n = 20), a group that received open‐ended self‐explanation prompts (n = 20) or a control group that received no self‐explanation prompts (n = 20). A series of analyses of covariance (ANCOVAs) were conducted to explore the effects of self‐explanation on learning CT skills, and lag sequential analysis (LSA) was used to examine the behavioural patterns and traits exhibited by participants in these three groups throughout the programming learning process. Results and Conclusions: The results revealed that the students in the experimental groups (i.e., both the scaffolded and the open‐ended self‐explanation groups) exhibited significantly better CT skills than did those in the control group. Additionally, the students in the experimental groups exhibited more logical and systematic thinking behaviours (e.g., explanations, conclusions, operational simulations and predictions) than did those in the control group. Overall, our findings provide valuable insights that can support the design of instructional strategies to promote students' CT through programming. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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