Abstract
Students’ computational thinking and programming skills may grow due to collaborative programming. But as the researchers have noted, students frequently do not use metacognition to manage their cognitive activities while collaborating, which negatively affects learning. This study created a metacognition-based collaborative programming (MCP) system to improve students’ performance in collaborative programming. A seven-week study examined how the approach affected students’ performance in programming courses. The 88 middle school students were split into two groups: the experimental group received the metacognition-based collaborative programming approach, and the control group received the conventional computer-supported collaborative programming approach. The results indicated that the metacognitive-based collaborative programming approach enhanced students’ academic scores in programming courses and their computational thinking tendencies.
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Funding
This work was supported by National Science and Technology Council of the Republic of China [MOST 109-2511-H-216-001-MY3] and the Ministry of Education of Humanities and Social Science Project of the People’s Republic of China [21YJA880027].
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Li, W., Tseng, J.C.R., Cheng, LC. (2023). Metacognitive-Based Collaborative Programming: A Novel Approach to Enhance Learning Performance in Programming Courses. In: Huang, YM., Rocha, T. (eds) Innovative Technologies and Learning. ICITL 2023. Lecture Notes in Computer Science, vol 14099. Springer, Cham. https://doi.org/10.1007/978-3-031-40113-8_63
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DOI: https://doi.org/10.1007/978-3-031-40113-8_63
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