Pencil Code improves learners' computational thinking and computer learning attitude

Deng, Wenbo; Pi, Zhongling; Lei, Weina; Zhou, Qing; Zhang, Wenlan

doi:10.1002/cae.22177

Cited by 49 publications

(35 citation statements)

References 31 publications

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“…However, the most direct and effective means to train the students' CT is through programming [6,18]. Many research have proved that programming, such as using Python and App Inventor, can enhance CT [9]. Purdue University uses the Python language and Python libraries to teach CT through basic programming concepts, data practices, simulation practices, and visualization practices [28].…”

Section: Ct and Programmingmentioning

confidence: 99%

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Using peer code review to improve computational thinking in a blended learning environment: A randomized control trial

Lin

et al. 2021

Comp Applic In Engineering

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Although the importance of computational thinking (CT) has been widely recognized, we still poorly understand how to effectively teach this skill. The aim of this study is to investigate whether peer code review (PCR) could affect CT, learning engagement, and learning satisfaction in a blended learning environment. To achieve this, we carried out a randomized control trial study involving 84 first-year undergraduates (second semester) from different majors. There was no difference in CT before this experiment and after the experiment, general CT, specific CT, learning engagement, and satisfaction were measured. An independent sample t test showed that students learning with code peer review showed better performance on computational concepts, computational perspectives, learning engagement, and learning satisfaction (p < .001). Bayesian t test further showed substantial or strong evidence for the improvement of computational concepts, learning engagement, learning satisfaction, and computational perspectives. Moreover, the absolute values of Cohen's effect sizes of computational concept, computational perspectives, emotional engagement, behavior engagement, learning engagement, learning satisfaction were all above 0.4, which is viewed as educationally meaningful. Although there was no difference in the general CT, we still saw evidence of improvement over the course of the experiment. Overall, our findings suggest instructors to use PCR reasonably to further improve CT, learning engagement, and satisfaction in programming courses.

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Section: Ct and Programmingmentioning

confidence: 99%

“…Although there are many empirical analytics in the field of CT, no uniform evaluation standard has been reached until now [9]. Many researchers use the CTS scale developed by Korkmaz et al [16], which was considered as general CT evaluation method.…”

Section: Test Tools For Computational Concepts and Practicesmentioning

confidence: 99%

Using peer code review to improve computational thinking in a blended learning environment: A randomized control trial

Lin

et al. 2021

Comp Applic In Engineering

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“…The mastery of programming language can also be enhanced using interactive and visual-looking programming software as shown in [9][10][11][12][13][14][15]. In a work by Erol and Kurt [9], students were divided into two groups, where, one group used Scratch's visual software and another group adopted the flowchart method, to learn the basic concepts of programming.…”

Section: Introductionmentioning

confidence: 99%

“…Another work by [11] analysed the effectiveness of interactive programming software that enables real-time feedback given to students when writing programmes. Other interactive tools like Pencil Code collaborative software [12], Resource Flow Diagram (RFD) [13], Alice microworld [14], and virtual reality [15] were also used to promote intuitive learning. The use of the interactive feedback system demonstrates an improvement in overall student achievement.…”

Section: Introductionmentioning

confidence: 99%

Strengthening programming skills among engineering students through experiential learning based robotics project

Ibrahim

Huddin

Hashim

et al. 2020

IJERE

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This study examined the educational effects in strengthening programming skills among university’s undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students’ difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation of a wheeled mobile robot. They were responsible for managing their group’s activities, conducting laboratory tests, producing technical reports and preparing a video presentation. The statistical analysis performed on the students’ summative assessments of a programming course revealed a remarkable improvement in their problem-solving skills and ability to provide programming solutions to a real-world problem.

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“…A learner modeling was presented, which can provide an open‐ended learning environment to support CT and synergistic learning of science for middle‐school students [2]. The effects of different programming tools for a benchmark problem on learners' CT and learning attitudes were investigated, with K‐12 students, and it was found that the Pencil‐Code programming environment was more conducive to improving students' CT skills and learning interest [11].…”

Section: Introductionmentioning

confidence: 99%

Enhancing computational thinking in undergraduate engineering courses using model‐eliciting activities

Liu

Jian-wen

2020

Comp Applic In Engineering

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Fostering of computational thinking (CT) skills has become an essential goal for engineering courses. This paper provides and discusses a teaching approach based on model‐eliciting activity (MEA) for enhancing students' CT in existing engineering courses. To verify the proposed approach, experimental studies were performed with students in the practicum unit of a computer‐aided engineering course. First, we investigated the feasibility of integrating CT training into the engineering courses through guiding students to perform a topic‐specific design task. Second, we compared the influences of the MEA‐based approach and conventional lecture‐based approach on students' learning effect with respect to course objectives and CT skills. Results show the CT‐integrated teaching did not at least weaken the teaching effect of the engineering course, and the MEA‐based approach seems to be more conducive to strengthening students' skills of identifying and solving problems, as well as team cooperation. Results also show the learning effect of the MEA group has apparent advantages for enhancing CT skills. These findings suggest that using MEA in engineering courses is beneficial to promote students' CT skills in terms of simplification, embedding, transformation, and simulation.

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Pencil Code improves learners' computational thinking and computer learning attitude

Cited by 49 publications

References 31 publications

Using peer code review to improve computational thinking in a blended learning environment: A randomized control trial

Using peer code review to improve computational thinking in a blended learning environment: A randomized control trial

Strengthening programming skills among engineering students through experiential learning based robotics project

Enhancing computational thinking in undergraduate engineering courses using model‐eliciting activities

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