Formation of computational identity through computational thinking perspectives development in programming learning: A mediation analysis among primary school students. (May 2020)

• Record Type: Journal Article
• Authors: Kong, Siu Cheung; Wang, Yi Qing
• Is Part Of: Computers in human behavior. Volume 106(2020)
• Publication Date: 2020-05
• Subjects: Computational identity -- Computational thinking perspectives -- Identity formation -- Programming education -- Situated learning theory -- Structural equation modeling; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2019.106230
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: This study aimed at investigating whether Computational Thinking (CT) Perspectives can foster Computational Identity (CI) among primary school students in programming learning from the perspective of situated learning theory. This study conceptualized CT perspectives as a multidimensional construct that comprises (1) ability to connect, (2) ability to question, and (3) ability to express, and CI with four subcomponents including (1) programming affiliation, (2) programming engagement, (3) programming actualization, and (4) programming goal setting. Students who received at least 6-month programming training for computational thinking development were invited to participate in this study. Results of Confirmatory Factor Analysis (CFA) suggested that the CT perspectives instrument (n = 100) and CI instrument (n = 241) reached good fit and therefore were validated in the pilot study. In the main study, survey answers (N = 215) including CT perspectives and CI were collected. Results of Structural Equation Modeling (SEM) showed positive relationships between CT perspectives and CI formation among primary school students. Mediation results further revealed that ability to question can foster CI formation through ability to express, while ability to connect can directly foster CI formation. Implications were discussed at the end of the study. Highlights: Learning visual programming contributes to positive learning outcomes. CT perspectives facilitated by visual programming contribute to CI formation. Young learners' willingness to connect with peers is positively related to CI formation. Young learners' willingness to express with programming artifacts is positively related to CI formation. Young learners' willingness to question is positively related to CI formation only if they are willing to express.