المصدر: Journal of Computer Assisted Learning, v39 n5 p1714-1731 Oct 2023. 18 pp.

تمت مراجعته من قبل الزملاء: Y

الواصفات:

Abstractor: As Provided

نوع المنشور: Journal Articles; Reports - Research

المؤلفون: Liu, Cheng‐Ye, Li, Wei, Huang, Ji‐Yi, Lei, Lu‐Yuan, Zhang, Pei‐Rou

المصدر: Journal of Computer Assisted Learning; Oct2023, Vol. 39 Issue 5, p1714-1731, 18p

مصطلحات موضوعية: SELF-control, RESEARCH methodology, COGNITION, LEARNING strategies, RANDOMIZED controlled trials, PRE-tests & post-tests, STUDENTS, INTERPROFESSIONAL relations, QUESTIONNAIRES, RESEARCH funding, PROGRAMMING languages, STATISTICAL sampling, EMOTION regulation, GROUP process

مصطلحات جغرافية: CHINA

مستخلص: Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi‐experimental study was conducted in a junior high school over a 10‐week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth‐grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context. Lay Description: What is already known about this topic?: Programming learning is difficult for most learners.Collaborative programming is an effective method of programming learning.Students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. What this paper adds?: This study proposes a method to enhance collaborative programming learning by supporting socially shared regulation among students.The study utilized a quasi‐experimental to demonstrate the effectiveness of the approach in improving students' programming learning performance.The shared regulation approach was found to significantly improve students' programming achievements and group metacognition when compared to conventional collaborative programming approaches.Importantly, the shared regulation approach did not increase the cognitive load of the students, indicating its potential for practical implementation in programming education. The implications of study findings for practitioners: This study has shown that an approach that supports social shared regulation can improve student performance in collaborative programming learning, and that teachers can use this approach to help students learn programming better collaboratively.This study also contributes to the field of social shared regulated learning by demonstrating how it can support collaborative programming and improve its effectiveness. [ABSTRACT FROM AUTHOR]

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المؤلفون: Wang Shu Pan, Li Wei, Zhang Pei Rou, Huang Ji Yi, Liu Cheng Ye, Lei Lu Yuan

المصدر: Proceedings of the 2022 5th International Conference on Education Technology Management.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::53ef473500a89274ca166c577173a989Test
https://doi.org/10.1145/3582580.3582628Test