Assessing Young Students’ Design Thinking Disposition and Its Relationship With Computer Programming Self-Efficacy

Meng Jung Tsai*, Ching Yeh Wang


研究成果: 雜誌貢獻期刊論文同行評審

5 引文 斯高帕斯(Scopus)


To explore the role of design thinking in contemporary computer literacy education, this study aimed to examine the relationship between young students’ design thinking disposition and their computer programming self-efficacy. To assess students’ design thinking disposition, this study developed the Design Thinking Disposition Scale (DTDS) with a sample of 350 junior high school students who had computer programming experience in a STEAM course. A principle axis factor analysis with the promax rotation method was used to verify the DTDS’s construct under the four dimensions: empathize, define, ideate and prototype. The Cronbach’s alpha reliability was.90 for the overall scale. Correlation analyses results showed that all the four dimensions were significantly correlated with computer programming self-efficacy assessed by CPSES. A significant regression model was found in which the three factors, ideate, prototype and define, significantly predicted the overall computer programming self-efficacy. Meanwhile, except for the ideate subscale, no gender difference was found in the young students’ design thinking dispositions. The students’ self-directed programming learning experience was shown to benefit their design thinking disposition. The DTDS can be applied to design-thinking-embedded computer literacy curricula such as makers, STEAM, or robotics education. Several further studies are also suggested.

頁(從 - 到)410-428
期刊Journal of Educational Computing Research
出版狀態已發佈 - 2021 六月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用


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