The Effects of Self-Regulated Learning Support on Learners’ Task Performance and Cognitive Load in Computer Programing

Abstract

This study explores the effect of self-regulated learning support on learners’ cognitive load and problem-solving performance, considering cases from well-structured to ill-structured tasks in a computer programing course. Sixty-seven undergraduate students in a computer programing fundamentals course were randomly assigned into one of two groups: (1) experimental group ( N = 34; received self-regulated learning support) and (2) control group ( N = 33). Participants in both groups were asked to solve programing problems using Python over 3 weeks, and their cognitive load levels were measured after each week. The results showed that novice learners’ self-regulated learning skills can be influenced by learning support, which contributes to solving complex problems. The results also suggest that, given the sequence of tasks (i.e., basic and advanced well-structured and ill-structured problems), self-regulated learning support may require time to be effective. The germane load of the experimental group was higher for well-structured problems than that of the control group. Using logistic regression, the two groups were differentiated through different variables measured in this study, which showed a high predictive explanatory power. The results provide implications for designing self-regulated learning support for programing courses, using problem-based learning in association with problem-solving skills, self-regulated learning skills, and cognitive load management.

Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students

“…However, that difference is not clear concerning our students with high school levels studying at the university. A potential explanation for our finding may be that students who have finished a high school level need to develop independent learning skills (Vosniadou, 2020), while students with university degrees may use more visual and verbal elaboration strategies due to the need to autonomously learn a large amount of information that imposes a high cognitive load (Chi et al, 1989;Mirza et al, 2019;Shin and Song, 2022).…”

“…One of the crucial aspects of school learning and lifelong learning is self-regulation, which means that students who use appropriate self-regulation strategies may learn more (Núñez Perez et al, 2006;Badali et al, 2022;Biwer et al, 2022;Jansen et al, 2022;Shin and Song, 2022). A basic premise of self-regulated learning is that there are regulatory processes (i.e., monitoring and control) that are performed on aspects associated with school learning, and can be understood, fostered, and even trained for being transferred to other learning tasks (Bell and Kozlowski, 2008;Usher and Schunk, 2018).…”

Fostering regulatory processes using computational scaffolding

“…Program development is known to be a process that demands the use of multiple mental resources (Prather et al, 2020 ), and the impacts of incorporating scaffoldings that stimulate these resources simultaneously are unknown. Thus, we argue the importance of studying this phenomenon from the Cognitive Load Theory perspective (Mutlu-Bayraktar et al, 2019 ), as providing regulatory support could increase students’ cognitive load (Shin & Song, 2022 ). Nevertheless, how regulatory support influences cognitive load and its impact on learning still needs further investigation.…”

“…The effectiveness of regulation of learning support is influenced by variables, such as students’ school level, the intervention focus (e.g., cognition, metacognition, motivation, or others), the presence of collaborative activities, among others (Dignath & Büttner, 2008 ; Theobald, 2021 ). In addition to these factors, SRL skills development may require time (Shin & Song, 2022 ). Therefore, these elements should also be pondered when analyzing the results from multiple studies.…”

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

“…SRL support helps learners achieve academic success, and its importance is demonstrated by studies that have shown that learners who lack SRL support may not regulate their learning to obtain an adequate level of understanding when studying complex topics (Azevedo & Hadwin, 2005; Shin & Song, 2022; Wang et al, 2022). Various forms of computer-based scaffolding have been proposed, such as prompts, feedback, and integrated support systems.…”