The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming

Hsiao Lan Lee, Yi Ti Han, Ming-Puu Chen

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The present study is to explore the students' use of self-regulation and their learning performance of computer programming under the framework of Experiential-based Learning of Computer Science (ELCS) in learning computer programming in an elementary school. The problem-solving support (PS group) and the procedural support (PR group) are regarded as two different scaffolding supports to guide learners to learn computer programming concepts. The result shows that the PS group has better performance in both advance and entire concept learning of computer programming. And the PR group asks more help to assist themselves than the PS group.

Original languageEnglish
Title of host publicationProceedings of the 18th International Conference on Computers in Education
Subtitle of host publicationEnhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010
Pages517-524
Number of pages8
Publication statusPublished - 2010 Dec 1
Event18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010 - Putrajaya, Malaysia
Duration: 2010 Nov 292010 Dec 3

Publication series

NameProceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010

Other

Other18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010
CountryMalaysia
CityPutrajaya
Period10/11/2910/12/3

Fingerprint

self-regulation
Computer programming
programming
learning
performance
Group
learning performance
Computer science
computer science
elementary school
Students
student

Keywords

  • Computer programming
  • Experiential learning
  • Problem-solving
  • Self-regulation

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Lee, H. L., Han, Y. T., & Chen, M-P. (2010). The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming. In Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010 (pp. 517-524). (Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010).

The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming. / Lee, Hsiao Lan; Han, Yi Ti; Chen, Ming-Puu.

Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010. 2010. p. 517-524 (Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Lee, HL, Han, YT & Chen, M-P 2010, The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming. in Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010. Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010, pp. 517-524, 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010, Putrajaya, Malaysia, 10/11/29.
Lee HL, Han YT, Chen M-P. The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming. In Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010. 2010. p. 517-524. (Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010).
Lee, Hsiao Lan ; Han, Yi Ti ; Chen, Ming-Puu. / The effect of scaffolding support on programming performance and the use of self-regulation in learning computer programming. Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010. 2010. pp. 517-524 (Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010).
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