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    An Exploratory Study on the Influence of Cognitive and Affective Characteristics in Programming-Based Making Activities

    Access Status
    Fulltext not available
    Authors
    Pappas, I.
    Papavlasopoulou, S.
    Giannakos, M.
    Sampson, Demetrios
    Date
    2017
    Type
    Conference Paper
    
    Metadata
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    Citation
    Pappas, I. and Papavlasopoulou, S. and Giannakos, M. and Sampson, D. 2017. An Exploratory Study on the Influence of Cognitive and Affective Characteristics in Programming-Based Making Activities, pp. 507-511.
    Source Title
    Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017
    DOI
    10.1109/ICALT.2017.78
    ISBN
    9781538638705
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/62894
    Collection
    • Curtin Research Publications
    Abstract

    © 2017 IEEE. Programming-based making activities are at the core of teaching strategies to engage young students in learning programming for developing computational thinking skills. Despite the initial evidences of enthusiastic participation in such activities, more systematic studies are needed to better understand drivers of students' intentions to participate in programming-based making activities. In this paper, we present an exploratory study which aim to address this issue by examining the interrelations among cognitive (i.e., perceived usefulness, perceived ease of use) and affective (i.e., enjoyment) characteristics for both boys and girls. To this end, we build on complexity theory and configuration theory, present a conceptual model, and employ fuzzy-set Qualitative Comparative Analysis (fsQCA) on a sample of 105 young students, to identify such interrelations. The findings provide insights on how the examined factors may have a different influence for boys and girls, an outcome that can be used to re-design educational programs targeting maximizing engagement regardless gender.

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