The effects of prior computer experience and gender on high school students' learning of computer science concepts from instructional simulations

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

1 Citation (Scopus)

Abstract

The purpose of this study was to examine the effects of prior computer knowledge and gender on high school novices' learning of computer science concepts from instructional simulations designed based an experiential-based pedagogical perspective. There were 94 10th-graders taking the introductory course on computer science identified as the low and high prior computer knowledge in this study. Participants' motivation and perceived-usefulness toward the employed instructional simulations and performance were evaluated. A quasi-experimental study was employed to examine the effects of prior computer knowledge and gender on dependent measures. The results indicated that (a) the high-prior-knowledge learners possessed higher motivation and perceived-usefulness toward the employed instructional simulations, (b) males revealed higher motivation and perceived-usefulness than females, (c) females outperformed males on the performance evaluation, and finally, (d) the low prior computer knowledge learners performed as well as the high-prior-knowledge learners while learning from instructional simulations.

Original languageEnglish
Title of host publicationProceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010
Pages610-612
Number of pages3
DOIs
Publication statusPublished - 2010 Nov 4
Event10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010 - Sousse, Tunisia
Duration: 2010 Jul 52010 Jul 7

Publication series

NameProceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010

Other

Other10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010
CountryTunisia
CitySousse
Period10/7/510/7/7

Keywords

  • Computer science concepts
  • Experiential learning
  • Instructional simulation

ASJC Scopus subject areas

  • Artificial Intelligence
  • Computational Theory and Mathematics

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  • Cite this

    Chen, M. P. (2010). The effects of prior computer experience and gender on high school students' learning of computer science concepts from instructional simulations. In Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010 (pp. 610-612). [5572576] (Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010). https://doi.org/10.1109/ICALT.2010.173