Experiencing enjoyment in visual programming tasks promotes self‐efficacy and reduces the gender gap.
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| Title: | Experiencing enjoyment in visual programming tasks promotes self‐efficacy and reduces the gender gap. |
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| Authors: | Smit, Robbert1 (AUTHOR) robbert.smit@phsg.ch, Schmid, Rahel1 (AUTHOR), Robin, Nicolas1 (AUTHOR) |
| Source: | British Journal of Educational Technology. May2025, Vol. 56 Issue 3, p1231-1247. 17p. |
| Subject Terms: | *Computer literacy, *Secondary school students, *Computer science, Visual programming (Computer science), Electrotextiles, Debugging |
| Abstract: | Secondary school students (N = 269) participated in a daylong visual programming course held in a stimulating environment for start‐up enterprises. The tasks were application‐oriented and partly creative. For example, a wearable device with light‐emitting diodes, (ie, LEDs) could be applied to a T‐shirt and used for optical messages. Our research questions related to the control‐value model of achievement emotions. We measured experienced enjoyment four times and examined the dependence of enjoyment on the individual tasks. Experience of enjoyment was also tested for the prediction of students' self‐efficacy for programming. The results showed that momentary enjoyment was not significantly dependent on the task situation, but it was dependent on the general enjoyment of programming. However, students with lower enjoyment scores showed higher increases in enjoyment during the final tasks than those with higher initial scores. The emotion score of the girls increased more than those of the boys but the girls' overall enjoyment scores were lower than those of the boys. Students' self‐efficacy beliefs of both genders increased over the course, and some of the differences in beliefs can be explained by the enjoyment of the course. In conclusion, our teaching approach seemed beneficial for the motivation to learn programming, particularly among girls. Practitioner notesWhat is already known about this topicLower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing.Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls.What this paper addsExperiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks.The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs.Implications for practice and/or policyThe combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science.A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184338617 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experiencing enjoyment in visual programming tasks promotes self‐efficacy and reduces the gender gap. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Smit%2C+Robbert%22">Smit, Robbert</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> robbert.smit@phsg.ch</i><br /><searchLink fieldCode="AR" term="%22Schmid%2C+Rahel%22">Schmid, Rahel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Robin%2C+Nicolas%22">Robin, Nicolas</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. May2025, Vol. 56 Issue 3, p1231-1247. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+literacy%22">Computer literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+science%22">Computer science</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink><br /><searchLink fieldCode="DE" term="%22Electrotextiles%22">Electrotextiles</searchLink><br /><searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Secondary school students (N = 269) participated in a daylong visual programming course held in a stimulating environment for start‐up enterprises. The tasks were application‐oriented and partly creative. For example, a wearable device with light‐emitting diodes, (ie, LEDs) could be applied to a T‐shirt and used for optical messages. Our research questions related to the control‐value model of achievement emotions. We measured experienced enjoyment four times and examined the dependence of enjoyment on the individual tasks. Experience of enjoyment was also tested for the prediction of students' self‐efficacy for programming. The results showed that momentary enjoyment was not significantly dependent on the task situation, but it was dependent on the general enjoyment of programming. However, students with lower enjoyment scores showed higher increases in enjoyment during the final tasks than those with higher initial scores. The emotion score of the girls increased more than those of the boys but the girls' overall enjoyment scores were lower than those of the boys. Students' self‐efficacy beliefs of both genders increased over the course, and some of the differences in beliefs can be explained by the enjoyment of the course. In conclusion, our teaching approach seemed beneficial for the motivation to learn programming, particularly among girls. Practitioner notesWhat is already known about this topicLower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing.Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls.What this paper addsExperiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks.The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs.Implications for practice and/or policyThe combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science.A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.13523 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1231 Subjects: – SubjectFull: Computer literacy Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Computer science Type: general – SubjectFull: Visual programming (Computer science) Type: general – SubjectFull: Electrotextiles Type: general – SubjectFull: Debugging Type: general Titles: – TitleFull: Experiencing enjoyment in visual programming tasks promotes self‐efficacy and reduces the gender gap. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smit, Robbert – PersonEntity: Name: NameFull: Schmid, Rahel – PersonEntity: Name: NameFull: Robin, Nicolas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 56 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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