View in EDS

Scaffolding Self-Regulation in Project-Based Programming Learning through Online Collaborative Diaries to Promote Computational Thinking

Saved in:
Bibliographic Details
Title: Scaffolding Self-Regulation in Project-Based Programming Learning through Online Collaborative Diaries to Promote Computational Thinking
Language: English
Authors: Peidi Gu (ORCID 0000-0002-8363-8012), Jiaming Wu, Zui Cheng, Yu Xia, Miaoting Cheng, Yan Dong (ORCID 0000-0003-1678-6370)
Source: Education and Information Technologies. 2025 30(12):16243-16267.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Computation, Thinking Skills, Active Learning, Student Projects, Scaffolding (Teaching Technique), Learning Strategies, Self Management, Cooperative Learning, Student Journals, Electronic Publishing, College Students, Programming, Computer Science Education
DOI: 10.1007/s10639-025-13367-1
ISSN: 1360-2357
1573-7608
Abstract: Teaching computational thinking skills to novice college students via programming poses considerable challenges. It involves learning programming language syntax and commands, along with fostering higher-order skills crucial for both computational thinking proficiency and future careers. To address this, we proposed a pedagogical approach integrating project-based learning with self-regulated learning in a C programming course. Guided by the higher-order computational thinking framework, this quasi-experimental study enrolled 173 students divided into three groups, a group with project-based learning design alone, a group with both project-based learning design and self-regulated learning scaffolding, and a control group with traditional teacher centered teaching. One-way analysis of covariance results showed the group with both project-based learning design and self-regulated learning scaffolding presented the most advancement of problem-solving and metacognitive skills. Paired samples t-tests showed this group also displayed the most significant improvements in computational thinking tendency and other higher-order skills. While the students' cognitive knowledge gain in the group with both pedagogical supports didn't surpass students of the control group, it did outperform students from the group with project-based learning design alone. Overall, our findings supported the effectiveness of this integrated method in boosting computational thinking and other higher-order skills in novice programming students. This warranted further research to refine and enhance the proposed pedagogical strategy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480067
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1480067
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Scaffolding Self-Regulation in Project-Based Programming Learning through Online Collaborative Diaries to Promote Computational Thinking
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Peidi+Gu%22">Peidi Gu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8363-8012">0000-0002-8363-8012</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jiaming+Wu%22">Jiaming Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Zui+Cheng%22">Zui Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Yu+Xia%22">Yu Xia</searchLink><br /><searchLink fieldCode="AR" term="%22Miaoting+Cheng%22">Miaoting Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Yan+Dong%22">Yan Dong</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1678-6370">0000-0003-1678-6370</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(12):16243-16267.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Journals%22">Student Journals</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-025-13367-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teaching computational thinking skills to novice college students via programming poses considerable challenges. It involves learning programming language syntax and commands, along with fostering higher-order skills crucial for both computational thinking proficiency and future careers. To address this, we proposed a pedagogical approach integrating project-based learning with self-regulated learning in a C programming course. Guided by the higher-order computational thinking framework, this quasi-experimental study enrolled 173 students divided into three groups, a group with project-based learning design alone, a group with both project-based learning design and self-regulated learning scaffolding, and a control group with traditional teacher centered teaching. One-way analysis of covariance results showed the group with both project-based learning design and self-regulated learning scaffolding presented the most advancement of problem-solving and metacognitive skills. Paired samples t-tests showed this group also displayed the most significant improvements in computational thinking tendency and other higher-order skills. While the students' cognitive knowledge gain in the group with both pedagogical supports didn't surpass students of the control group, it did outperform students from the group with project-based learning design alone. Overall, our findings supported the effectiveness of this integrated method in boosting computational thinking and other higher-order skills in novice programming students. This warranted further research to refine and enhance the proposed pedagogical strategy.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1480067
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480067
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-025-13367-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 16243
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Student Journals
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
    Titles:
      – TitleFull: Scaffolding Self-Regulation in Project-Based Programming Learning through Online Collaborative Diaries to Promote Computational Thinking
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Peidi Gu
      – PersonEntity:
          Name:
            NameFull: Jiaming Wu
      – PersonEntity:
          Name:
            NameFull: Zui Cheng
      – PersonEntity:
          Name:
            NameFull: Yu Xia
      – PersonEntity:
          Name:
            NameFull: Miaoting Cheng
      – PersonEntity:
          Name:
            NameFull: Yan Dong
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 12
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1