Skip to main content

Advertisement

Springer Nature Link
Log in

Do underprivileged youth find hope, sense of community, and perceived social support in computational participation? A socio-cognitive approach to computational learning

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

While increasing the equitable participation in computer science (CS) education at schools, most existing studies focus on the acquisition of computational skills and measurements of cognitive skills as the learning outcome. The potential benefits of developing psychosocial attributes in the process of computational learning are of less concern, particularly for the underprivileged youth with Special Educational Needs (SEN) and from low-income family. To improve the inequitable learning in school, the Project C program has been developed to integrate computational participation and mentoring scheme through social-cognitive approach for underprivileged youth. The aim of this research is to investigate the psychosocial impact of the program, and examine the interrelation between hope, sense of community, and perceived social support in computational learning. The Project C program was piloted in a special school in Hong Kong under the category of Schools for Children with Moderate Intellectual Disability, targeting 8th grade students (n = 51) with SEN (i.e., mild autism) living in low-income residential districts, and a self-reported pre/post questionnaire was administered to measure the psychosocial changes before and after the intervention. The findings reveal a statistically significant change in hope, sense of community, and perceived social support through the program, and the relation between sense of community and hope was fully mediated by the perceived social support. Based on the findings, theoretical and practical implications of social-cognitive approach to computational learning are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Data availability

Data not available due to ethical restrictions.

Notes

  1. Youth Global Network (2021, September 9). Project C Program [Video]. YouTube. https://youtu.be/FbzC49k1W18.

  2. See https://sense.edb.gov.hk/en/special-education/features-of-special-schools/moid.html for the list of the 14 schools in Hong Kong under this category of special education.

References

  • Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among african american adolescents. Urban Education, 43(3), 347–360.

    Article  Google Scholar 

  • Aritajati, C., Rosson, M. B., Pena, J., Cinque, D., & Segura, A. (2015). A socio-cognitive analysis of summer camp outcomes and experiences. In A. Decker, K. Eiselt, J. Tims, & C. Alphonce (Eds.), Proceedings of the 46th ACM technical symposium on computer science education (pp. 581–586). Association for Computing Machinery.

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Prentice Hall.

    Google Scholar 

  • Bickman, L., & Rog, D. J. (Eds.). (2008). The SAGE handbook of applied social research methods. Sage Publications.

  • Blikstein, P., & Worsley, M. (2016). Children are not hackers: building a culture of powerful ideas, deep learning, and equity in the Maker Movement. In K. Peppler, E. Halverson, & Y. B. Kafai (Eds.), Makeology: Makerspaces as learning environments (Vol. 1, pp. 64–79). Routledge.

    Chapter  Google Scholar 

  • Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association (pp. 1–25). American Educational Research Association (AERA).

  • Chapman, C. M., Deane, K. L., Harré, N., Courtney, M. G., & Moore, J. (2017). Engagement and mentor support as drivers of social development in the project K youth development program. Journal of Youth and Adolescence, 46, 644–655. https://doi.org/10.1007/s10964-017-0640-5

    Article  Google Scholar 

  • Clark, I. (2014). Equitable learning outcomes: supporting economically and culturally disadvantaged students in ‘Formative learning environments’. Improving Schools, 17(1), 116–126.

    Article  Google Scholar 

  • Cowman, S. E., Ferrari, J. R., & Liao-Troth, M. (2004). Mediating effects of social support on firefighters’ sense of community and perceptions of care. Journal of Community Psychology, 32(2), 121–126. https://doi.org/10.1002/jcop.10089

    Article  Google Scholar 

  • Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50, 525–545. https://doi.org/10.1007/s11162-009-9130-2

    Article  Google Scholar 

  • Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Pair programming: under what conditions is it advantageous for middle school students? Journal of Research on Technology in Education, 46(3), 277–296. https://doi.org/10.1080/15391523.2014.888272

    Article  Google Scholar 

  • DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. https://doi.org/10.1177/1529100611414806

    Article  Google Scholar 

  • Edwards, L., Rand, K., Lopez, S., & Snyder, C. (2007). Understanding hope: a review of measurement and construct validity research. Oxford University Press.

    Google Scholar 

  • Fields, D. A., Kafai, Y., Nakajima, T., Goode, J., & Margolis, J. (2018). Putting making into high school computer science classrooms: promoting equity in teaching and learning with electronic textiles in exploring computer science. Equity and Excellence in Education, 51(1), 21–35. https://doi.org/10.1080/10665684.2018.1436998

    Article  Google Scholar 

  • Gretter, S., Yadav, A., Sands, P., & Hambrusch, S. (2019). Equitable learning environments in K-12 computing: Teachers’ views on barriers to diversity. ACM Transactions on Computing Education, 19(3), 1–16. https://doi.org/10.1145/3282939

    Article  Google Scholar 

  • Guan, N. C., Seng, L. H., Ann, H., & Hui, K. O. (2015). Factorial validity and reliability of the malaysian simplified chinese version of multidimensional scale of perceived social support (MSPSS-SCV) among a group of university students. Asia Pacific Journal of Public Health, 27(2), 225–231. https://doi.org/10.1177/1010539513477684

    Article  Google Scholar 

  • Hagen, K. A., Myers, B. J., & Mackintosh, V. H. (2005). Hope, social support, and behavioral problems in at-risk children. American journal of orthopsychiatry, 75(2), 211–219. https://doi.org/10.1037/0002-9432.75.2.211

    Article  Google Scholar 

  • Hayes, A. (2016). The process macro for SPSS and SAS (Version 4.1) [Computer software]. Retrieved 2 Jan 2023. https://www.processmacro.org/download.html

  • Herro, D., Quigley, C., Plank, H., & Abimbade, O. (2021). Understanding students’ social interactions during making activities designed to promote computational thinking. The Journal of Educational Research, 114(2), 183–195. https://doi.org/10.1080/00220671.2021.1884824

    Article  Google Scholar 

  • Jason, L. A., Stevens, E., & Light, J. M. (2016). The relationship of sense of community and trust to hope. Journal of Community Psychology, 44(3), 334–341. https://doi.org/10.1002/jcop.21771

    Article  Google Scholar 

  • K–12 Computer Science Framework (2016). Retrieved 2 Jan 2023. http://www.k12cs.org

  • Kafai, Y. B. (2016). From computational thinking to computational participation in K—12 education. Communications of the ACM, 59(8), 26–27. https://doi.org/10.1145/2955114

    Article  Google Scholar 

  • Kafai, Y. B., & Burke, Q. (2013). The social turn in K-12 programming: moving from computational thinking to computational participation. In R. McCauley, T. Camp, P. Tymann, J. D. Dougherty, & K. Nagel (Eds.), SIGCSE’13 Proceeding of the 44th ACM technical symposium on computer science education, (pp. 603–608). Association for Computing Machinery.

  • Kafai, Y. B., & Burke, Q. (2014). Connected code: why children need to learn programming. MIT Press.

    Book  Google Scholar 

  • Kafai, Y. B., & Burke, Q. (2017). Computational participation: teaching kids to create and connect through code. In P. J. Rich & C. B. Hodges (Eds.), Emerging research, practice, and policy on computational thinking (pp. 393–405). Springer.

    Chapter  Google Scholar 

  • Kafai, Y. B., & Proctor, C. (2022). A revaluation of computational thinking in K–12 education: moving toward computational literacies. Educational Researcher, 51(2), 146–151.

    Article  Google Scholar 

  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: code. Org. Computers in Human Behavior, 52, 200–210. https://doi.org/10.1016/j.chb.2015.05.047

    Article  Google Scholar 

  • Karpiński, Z., Biagi, F., & Di Pietro, G. (2021). Computational thinking, socioeconomic gaps, and policy implications. IEA Compass: Briefs in Education No. 12. IEA.

  • Knapp, T. R. (2016). Why is the one-group pretest–posttest design still used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280

    Article  Google Scholar 

  • Litts, B. K., Lewis, W. E., & Mortensen, C. K. (2020). Engaging youth in computational thinking practices through designing place-based mobile games about local issues. Interactive Learning Environments, 28(3), 302–315. https://doi.org/10.1080/10494820.2019.1674883

    Article  Google Scholar 

  • Litts, B. K., Searle, K. A., Brayboy, B. M., & Kafai, Y. B. (2021). Computing for all?: examining critical biases in computational tools for learning. British Journal of Educational Technology, 52(2), 842–857. https://doi.org/10.1111/bjet.13059

    Article  Google Scholar 

  • Louten, J. (2022). Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students. Journal of College Student Retention: Research, Theory & Practice. Advance online publication. https://doi.org/10.1177/15210251211073574

  • Mak, W. W., Cheung, R. Y., & Law, L. S. (2009). Sense of community in Hong Kong: relations with community-level characteristics and residents’ well-being. American Journal of Community Psychology, 44, 80–92. https://doi.org/10.1007/s10464-009-9242-z

    Article  Google Scholar 

  • Marsden, E., & Torgerson, C. J. (2012). Single group, pre-and post-test research designs: some methodological concerns. Oxford Review of Education, 38(5), 583–616. https://doi.org/10.1080/03054985.2012.731208

    Article  Google Scholar 

  • Marshall, S. L., & Grooms, A. A. (2022). Industry’s push for computer science education: Is computer science really for all? Policy Futures in Education. Advance online publication. https://doi.org/10.1177/14782103211045601

  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: a definition and theory. Journal of Community Psychology, 14(1), 6–23. https://doi.org/10.1002/1520-6629(198601)14:1%3C6::AID-JCOP2290140103%3E3.0.CO;2-I

    Article  Google Scholar 

  • Morelli, R., De Lanerolle, T., Lake, P., Limardo, N., Tamotsu, E., & Uche, C. (2011). Can android app inventor bring computational thinking to K–12. In T. J. Cortina, E. L. Walker, L. S. King, D. R. Musicant, L. I. McCann (Eds.), SIGCSE’11 Proceedings of the 42nd ACM technical symposium on computer science education (pp. 1–6). Association for Computing Machinery.

  • Moscardino, U., Scrimin, S., Capello, F., & Altoè, G. (2010). Social support, sense of community, collectivistic values, and depressive symptoms in adolescent survivors of the 2004 Beslan terrorist attack. Social Science & Medicine, 70(1), 27–34. https://doi.org/10.1016/j.socscimed.2009.09.035

    Article  Google Scholar 

  • Mouza, C., Marzocchi, A., Pan, Y. C., & Pollock, L. (2016). Development, implementation, and outcomes of an equitable computer science after-school program: findings from middle-school students. Journal of Research on Technology in Education, 48(2), 84–104. https://doi.org/10.1080/15391523.2016.1146561

    Article  Google Scholar 

  • Ng, E. C. W., Chan, C. C., & Lai, M. K. (2014). Hope and life satisfaction among underprivileged children in Hong Kong: the mediating role of perceived community support. Journal of Community Psychology, 42(3), 352–364. https://doi.org/10.1002/jcop.21614

    Article  Google Scholar 

  • Ng, E. C. W., Lai, M. K., & Chan, C. C. (2014). Effectiveness of mentorship program among underprivileged children in Hong Kong. Children and Youth Services Review, 47(3), 268–273. https://doi.org/10.1016/j.childyouth.2014.09.021

    Article  Google Scholar 

  • Ng, E. C., Lam, J. K., & Chan, C. C. (2017). The positive adjustment of low-income youths with relational and community support: the mediating role of hope. Merrill-Palmer Quarterly, 63(4), 514–542. https://doi.org/10.13110/merrpalmquar1982.63.4.0514

    Article  Google Scholar 

  • OECD. (2015). Students, computers and learning: making the connection. PISA, OECD Publishing.

    Book  Google Scholar 

  • OECD. (2019). PISA 2018 results (volume II): where all students can succeed. PISA, OECD Publishing. https://doi.org/10.1787/b5fd1b8f-en

    Book  Google Scholar 

  • Oh, H. J., Ozkaya, E., & LaRose, R. (2014). How does online social networking enhance life satisfaction? The relationships among online supportive interaction, affect, perceived social support, sense of community, and life satisfaction. Computers in Human Behavior, 30, 69–78. https://doi.org/10.1016/j.chb.2013.07.053

    Article  Google Scholar 

  • Olivares, D., Hundhausen, C., & Ray, N. (2021). Designing IDE interventions to promote social interaction and improved programming outcomes in early computing courses. ACM Transactions on Computing Education, 22(1), 1–29. https://doi.org/10.1145/3453165

    Article  Google Scholar 

  • Paiva, J. C., Leal, J. P., & Figueira, Á. (2022). Automated assessment in computer science education: a state-of-the-art review. ACM Transactions on Computing Education, 22(3), 1–40. https://doi.org/10.1145/3513140

    Article  Google Scholar 

  • Patton, E. W., Tissenbaum, M., & Harunani, F. (2019). MIT app inventor: objectives, design, and development. In S. C. Kong & H. Abelson (Eds.), Computational thinking education (pp. 31–49). Springer.

    Chapter  Google Scholar 

  • Peterson, N. A., Speer, P. W., & McMillan, D. W. (2008). Validation of a brief sense of community scale: confirmation of the principal theory of sense of community. Journal of Community Psychology, 36(1), 61–73. https://doi.org/10.1002/jcop.20217

    Article  Google Scholar 

  • Pinkard, N., Erete, S., Martin, C. K., & de McKinney, M. (2017). Digital youth divas: exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199

    Article  Google Scholar 

  • Pinkard, N., Martin, C. K., & Erete, S. (2020). Equitable approaches: opportunities for computational thinking with emphasis on creative production and connections to community. Interactive Learning Environments, 28(3), 347–361. https://doi.org/10.1080/10494820.2019.1636070

    Article  Google Scholar 

  • Pon-Barry, H., Packard, B. W. L., & John, S. (2017). Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54–77. https://doi.org/10.1080/08993408.2017.1333270

    Article  Google Scholar 

  • Rader, C., Hakkarinen, D., Moskal, B. M., & Hellman, K. (2011). Exploring the appeal of socially relevant computing: are students interested in socially relevant problems?. In T. J. Cortina, E. L. Walker, L. S. King, D. R. Musicant, & L. I. McCann (Eds.), SIGCSE’11 Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 423–428). Association for Computing Machinery.

  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60–67. https://doi.org/10.1145/1592761.1592779

    Article  Google Scholar 

  • Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the children’s Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399

    Article  Google Scholar 

  • Sommer, M., & Dumont, K. (2011). Psychosocial factors predicting academic performance of students at a historically disadvantaged university. South African Journal of Psychology, 41(3), 386–395.

    Article  Google Scholar 

  • Stewart, W. H., Baek, Y., Kwid, G., & Taylor, K. (2021). Exploring factors that influence computational thinking skills in Elementary Students’ Collaborative Robotics. Journal of Educational Computing Research, 59(6), 1208–1239.

    Article  Google Scholar 

  • Sulimani-Aidan, Y., & Schwartz-Tayri, T. M. (2021). The role of natural mentoring and sense of belonging in enhancing resilience among youth in care. Children and Youth Services Review, 120, 105773. https://doi.org/10.1016/j.childyouth.2020.105773

    Article  Google Scholar 

  • Sulimani-Aidan, Y., & Melkman, E. (2022). School belonging and hope among at‐risk youth: The contribution of academic support provided by youths’ social support networks. Child & Family Social Work. Advance online publication. https://doi.org/10.1111/cfs.12918

  • Sun, L., Hu, L., & Zhou, D. (2022). Single or combined? A study on programming to promote junior high school students’ computational thinking skills. Journal of Educational Computing Research, 60(2), 283–321.

    Article  Google Scholar 

  • Tang, K. Y., Chou, T. L., & Tsai, C. C. (2020). A content analysis of computational thinking research: an international publication trends and research typology. The Asia-Pacific Education Researcher, 29(1), 9–19. https://doi.org/10.1007/s40299-019-00442-8

    Article  Google Scholar 

  • Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: a systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798

    Article  Google Scholar 

  • Tayfur, S. N., Prior, S., Roy, A. S., Fitzpatrick, L. I., & Forsyth, K. (2021). Adolescent psychosocial factors and participation in education and employment in young adulthood: a systematic review and meta-analyses. Educational Research Review, 34, 100404. https://doi.org/10.1016/j.edurev.2021.100404

    Article  Google Scholar 

  • Vegas, E., Hansen, M., & Fowler, B. (2021). Building skills for life: how to expand and improve computer science education around the world. The Brookings Institution. Retrieved 2 Jan 2023. http://hdl.voced.edu.au/10707/593426

  • Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making through the lens of culture and power: toward transformative visions for educational equity. Harvard Educational Review, 86(2), 206–232. https://doi.org/10.17763/0017-8055.86.2.206

    Article  Google Scholar 

  • Wang, D., Guo, D., Song, C., Hao, L., & Qiao, Z. (2021). General self-efficacy and employability among financially underprivileged chinese college students: the mediating role of achievement motivation and career aspirations. Frontiers in Psychology, 12, 719771.

    Article  Google Scholar 

  • Walsh, F. (2012). Facilitating family resilience: relational resources for positive youth development in conditions of adversity. In M. Ungar (Ed.), The social ecology of resilience (pp. 173–185). Springer.

    Chapter  Google Scholar 

  • Wu, Q., & Chow, J. C. C. (2013). Social service utilization, sense of community, family functioning and the mental health of new immigrant women in Hong Kong. International Journal of Environmental Research and Public Health, 10(5), 1735–1746. https://doi.org/10.3390/ijerph10051735

    Article  Google Scholar 

  • Zhao, B. H., & Sun, Y. (2011). Reliability and validity of the chinese version of children’s hope scale. Chinese Mental Health Journal, 25(6), 454–459. (in Chinese).

    Google Scholar 

  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2

    Article  Google Scholar 

Download references

Acknowledgements

A special thanks is given to the project staff in the Project C from the Youth Global Network and funding donor for their generous support to develop the program for supporting youth development.

Funding

This work was supported by the The Hong Kong Jockey Club Charities Trust — General Award under grant number # AR180064.

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Room 113, Runme Shaw Building, Pokfulam Road, Hong Kong, SAR, China

    Gary K. W. Wong & Xin Zhang

  2. Youth Global Network, Hong Kong, SAR, China

    Bill Y. P. Tsang

  3. Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China

    Qiaobing Wu

Authors
  1. Gary K. W. Wong
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Bill Y. P. Tsang
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Qiaobing Wu
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Xin Zhang
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Gary K. W. Wong.

Ethics declarations

The authors report there are no competing interests to declare.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1: Operationalizing CT course in the project C program

Appendix 1: Operationalizing CT course in the project C program

Phases

Lesson (1–2 h each)

Learning tools

Learning Objectives

CT Concepts

1

What is computational thinking and programming?

Presentation slides, code.org, CodeCombat, LightBot, App Inventor

• Review the project schedule, mentoring scheme and research logistics (e.g. data collection)

• Define computational thinking and computer programming (or coding) and explain the needs for problem-solving

2

Overview of CT concepts

“Events with Flappy” https://studio.code.org/flappy/1

“Play the game and BOUNCE” https://studio.code.org/s/course3/stage/15/puzzle/1

• Describe the basic concepts of events, sequence, repeat-until loop, if-then-else conditional in programming

• Experience the needs of variables and functions in a program

• Operate these basic concepts through given programming tasks

3

The roles of variables and functions in programming

“Artist: Variables”

https://studio.code.org/s/course4/lessons/6/levels/1

“Infinity Play Lab with Disney characters”

https://studio.code.org/s/infinity/lessons/1/levels/1

• Demonstrate the techniques of using variables and functions in a program

• Practice the skills of using events, sequence, repeat-until loop, if-then-else conditional in programming

• Tell the concept of parallelism in programming

4

The basic of game programming

“Function with parameter in Bee”

https://studio.code.org/s/course4/lessons/16/levels/1

“Minecraft Hour of Code”

https://studio.code.org/s/mc/lessons/1/levels/1

• Experience the game creation with these skills

• Explain the controls and character movements in digital game

5

The basic of debugging

“Debugging in Collector”

https://studio.code.org/s/coursed-2017/lessons/8/extras?level_name=courseD_collector_debugging_challenge2

• Recognize errors in a program as a debugging process

• Recall all the basic concepts of computational thinking in the previous lessons

CT Practices

7

Introduction to mobile programming

App Inventor

• Name App Inventor as one of visual block-based mobile programming tool

• Create a simple “Hello World” mobile app with App Inventor

• Restate the use of design thinking to develop project idea and prototype

8

Strings, Numbers and Variables

• Construct string and numeric variables for input/output in a mobile app

9

Conditional: If-Then, If-Then-Else, and Nested Conditionals

• Use conditionals for input validation and output variations

10

Lists and Loops

• Explain For-counter, For-item-in-list and nested for loops

• Organize data using lists and print from the lists

11

Subroutines and Functions

• Review and use subroutines/functions to abstract the details of the codes for reuse

12+

Exploration with different mobile app examples (15 h in total for 8 weeks)

• Demonstrate the use of TinyDB and GPS in App Inventor for data management and geo-location-based applications

• Create different mobile apps through examples (e.g. pedometer, digital compass, score board, instant messaging)

• Discuss and plan for the group project

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Wong, G.K.W., Tsang, B.Y.P., Wu, Q. et al. Do underprivileged youth find hope, sense of community, and perceived social support in computational participation? A socio-cognitive approach to computational learning. Educ Inf Technol 28, 8975–8997 (2023). https://doi.org/10.1007/s10639-022-11522-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11522-6

Keywords