Exploring the differences and evolution of college students' computational thinking in programming learning through data analysis

Abstract

Programming has received extensive attention for the embodiment of computational thinking (CT) skills. However, the lack of in‐depth research on the characteristics of college students' CT skills in text‐based programming learning has resulted in the unknown distribution characteristics and evolution patterns of their CT skills, which cannot effectively constitute an effective tracking analysis of their CT skills, thus affecting the cultivation of creative thinking and problem‐solving skills for them. Therefore, the purpose of the paper is to explore the characteristics of college students' CT skills through text‐based programming work and discover the overall characteristics, individual differences and evolutionary patterns of their CT skills on the relation between text‐based programming and CT skills through data analysis. It was found that there are roughly five categories of CT difference and four major categories with nine subcategories of CT evolution among college students. The results showed that the Control and Data skills were the students' dominant skills. In contrast, Algorithm skills were relatively weak. Only about 1/3 of the students had the phenomenon of continuous skill improvement, and programming learning did not have a significant impact on the improvement of CT skills for some students. Finally, we propose several suggestions for CT skills development strategies in response to the students' characteristics in CT skills. The study can not only fill the gaps of the current study but also identify the evolutionary characteristics of students' CT skills, which can effectively intervene in college students' programming learning and help improve their CT skills.

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