Metacognitive calibration when learning to program

Hauswirth, Matthias; Adamoli, Andrea

doi:10.1145/3141880.3141904

Cited by 20 publications

(12 citation statements)

References 9 publications

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“…One is that while explicit strategies may be more effective in principle, unless students believe they can perform them independently, they will be reluctant to use them, even when they have directly observed their benefits. A related interpretation is that providing effective, explicit strategies may only be effective for learners that have strong self-regulation skills, as prior work shows that learners with weaker regulation skills are often unaware of the need for better strategies [7,10,17,20]. Another interpretation is an "attention economic" one [4]: in a classroom environment with substantial teaching support, asking for help is a more efficient strategy than trying to independently use a programming strategy a student has just learned; after all, both strategies had numerous failure modes that encouraged students to ask for help if they got stuck.…”

Section: Discussionmentioning

confidence: 99%

“…For example, one strategic skillset is self-regulation, helping students to reflect on and change their strategies when they find them to be ineffective. Studies show that learners' self-regulated learning skills tend to be shallow, but when strong, are associated with learning success [10,16,20]. Others have investigated the selfregulated learning strategies that higher education CS students find effective [7], including explicitly assessing task difficulty.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Explicit Programming Strategies to Adolescents

LaToza

Hull

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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One way to teach programming problem solving is to teach explicit, step-by-step strategies. While prior work has shown these to be effective in controlled settings, there has been little work investigating their efficacy in classrooms. We conducted a 5-week case study with 17 students aged 15-18, investigating students' sentiments toward two strategies for debugging and code reuse, students' use of scaffolding to execute these strategies, and associations between students' strategy use and their success at independently writing programs in class. We found that while students reported the strategies to be valuable, many had trouble regulating their choice of strategies, defaulting to ineffective trial and error, even when they knew systematic strategies would be more effective. Students that embraced the debugging strategy completed more features in a game development project, but this association was mediated by other factors, such as reliance on help, strategy self-efficacy, and mastery of the programming language used in the class. These results suggest that teaching of strategies may require more explicit instruction on strategy selection and self-regulation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching Explicit Programming Strategies to Adolescents

LaToza

Hull

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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“…One reason for this might be that Piazza was the more familiar platform considering it had been in use in the campus-based environment as well. On the other hand, previous research on computing students' self-regulation strategies proposes that targeted scaffolding will help students adapt their learning [18], [19]. In this case, we can view activities within the online environments as a way of scaffolding students' study behavior, which explains the interaction patterns.…”

Section: A Student Interactionmentioning

confidence: 99%

The Importance of the Campus - A Study on the Effects of the COVID-19 Pandemic in a CS2 Course

Lorås

Haugset

Tratteberg

2021

2021 IEEE Global Engineering Education Conference (EDUCON)

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The educational context for students and educators across the world changed when the COVID-19 pandemic forced most educational institutions to shut down all on-campus activities in the spring of 2020. In this paper, we explore how the study behaviors of first-year computing students in a large scale CS2 course were affected by the rapid change from campus-based to online learning. This research aims to evaluate the effect of moving to an online-only mode of studying and learning, and consequently gaining insight into the role of the physical campus in computing education. A mixed-method research approach was taken to reach these goals by combining interaction tracking data with weekly student reports and interviews. Results indicate that campus-based activities provide essential scaffolding for students' study behaviors, specifically time management and organization. Additionally, the physical study environment provided an informal space for social and academic interactions not found in the online sphere. Furthermore, when moving to the online study environment, students struggled with adapting their study behaviors, spending less time on organized activities and not changing their independent habits. Lastly, the online environment seemed to create considerable differences between those who mastered studying and those who did not, generating a larger ability gap than on campus. In the paper, we provide further descriptions of these findings and some recommendations for computing educators facing similar challenges.

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“…To differentiate and specify the terminology landscape, we chose to keep the underlying terms visible in Table 6. The seven papers that referenced metacognition generally used the term to describe monitoring [69] or reflecting [28] on one's own study strategies, or those papers used the umbrella term "metacognitive factors" [32]. Within self-regulation, we found the terms "organization, " "direction, " and "time management. "…”

Section: Strategiesmentioning

confidence: 99%

“…In contrast to most of the other behavior levels social interactions [19,66,73,96,141,142,157] and collaboration [63,162] are two frequently mentioned tactics. The help category includes asking questions [99,160] and help seeking behavior [69,95], and the preparation category refers to preparing for lectures [167], tests [160], and classes [70,111,171]. Last, the coding category relates to specific tactics used when programming, such as using auto-complete [154], compilation frequency [45,47,154], debugging, and use of version control systems [170].…”

Section: 13mentioning

confidence: 99%

Study Behavior in Computing Education—A Systematic Literature Review

LoråsMadeleine

SindreGuttorm

TrættebergHallvard

et al. 2021

ACM Trans. Comput. Educ.

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As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

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Metacognitive calibration when learning to program

Cited by 20 publications

References 9 publications

Teaching Explicit Programming Strategies to Adolescents

Teaching Explicit Programming Strategies to Adolescents

The Importance of the Campus - A Study on the Effects of the COVID-19 Pandemic in a CS2 Course

Study Behavior in Computing Education—A Systematic Literature Review

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