TY - GEN
T1 - Applying Computational Thinking and Formative Assessment to Enhance the Learning Performance of Students in Virtual Programming Language
AU - Cheng, Yu Ping
AU - Cheng, Shu Chen
AU - Yang, Ming
AU - Lin, Jim Min
AU - Huang, Yueh Min
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - Computational thinking (CT) is considered to be one of the core competencies of the 21st century, and many scholars have explored the feasibility of CT in different subjects. However, traditional programming languages have a certain degree of difficulty, and it is difficult for learners to learn and understand the structure and logic of syntax in this process. Visual programming language improves upon these conditions and constraints. Additionally, formative assessment (FA) has been shown to increase students’ motivation and interest in programming courses while improving their performance. Therefore, the application of CT core competencies and visual programming formative assessment system (VPFAS) is proposed by this study. Also, we explore whether it can enhance learning performance of students in virtual programming. A total of 52 students were recruited in this 10-week experiment. The result shows that the experimental group significantly enhance their learning performance in virtual programming by applying the CT core competence and the VPFAS. This means that the experimental group can not only solve the program’s problems through the CT core competencies but also improve their knowledge of the program’s concepts and objects through the VPFAS. Thus, this study confirms that applying CT and FA can enhance student learning performance in virtual programming.
AB - Computational thinking (CT) is considered to be one of the core competencies of the 21st century, and many scholars have explored the feasibility of CT in different subjects. However, traditional programming languages have a certain degree of difficulty, and it is difficult for learners to learn and understand the structure and logic of syntax in this process. Visual programming language improves upon these conditions and constraints. Additionally, formative assessment (FA) has been shown to increase students’ motivation and interest in programming courses while improving their performance. Therefore, the application of CT core competencies and visual programming formative assessment system (VPFAS) is proposed by this study. Also, we explore whether it can enhance learning performance of students in virtual programming. A total of 52 students were recruited in this 10-week experiment. The result shows that the experimental group significantly enhance their learning performance in virtual programming by applying the CT core competence and the VPFAS. This means that the experimental group can not only solve the program’s problems through the CT core competencies but also improve their knowledge of the program’s concepts and objects through the VPFAS. Thus, this study confirms that applying CT and FA can enhance student learning performance in virtual programming.
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U2 - 10.1007/978-3-031-40113-8_13
DO - 10.1007/978-3-031-40113-8_13
M3 - Conference contribution
AN - SCOPUS:85172277404
SN - 9783031401121
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 130
EP - 139
BT - Innovative Technologies and Learning - 6th International Conference, ICITL 2023, Proceedings
A2 - Huang, Yueh-Min
A2 - Rocha, Tânia
PB - Springer Science and Business Media Deutschland GmbH
T2 - Proceedings of the 6th International Conference on Innovative Technologies and Learning, ICITL 2023
Y2 - 28 August 2023 through 30 August 2023
ER -