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ERIC Number: EJ1171390
Record Type: Journal
Publication Date: 2018-Apr
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0266-4909
Attending to Structural Programming Features Predicts Differences in Learning and Motivation
Witherspoon, Eben B.; Schunn, Christian D.; Higashi, Ross M.; Shoop, Robin
Journal of Computer Assisted Learning, v34 n2 p115-128 Apr 2018
Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K-12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context on both learning gains and motivational changes in middle school (6th-8th grade) robotics classrooms. Significant learning gains were found overall, particularly for groups introduced to content involving program flow, the structural logic of program execution. Relative gains for these groups were particularly high on items that require the transfer of knowledge to dissimilar contexts. Reaching units that included program flow content was also associated with greater maintenance of programming interest when compared with other units. Therefore, our results suggest that explicit instruction in the structural logic of programming may develop deeper transferrable programming knowledge and prevent declines in some motivational factors.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1418199