ERIC Number: EJ1441049
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
Measuring Development of Young Students' Coding Ability through a Graphical Teaching Intervention: Further Explanation of the Effect of Coding Experience and Coding Interest
Lihui Sun; Zhen Guo; Danhua Zhou
Interactive Learning Environments, v32 n7 p3732-3755 2024
Coding ability has become an essential digital skill for young children. The graphical programming environment is valuable carrier for cultivating children's coding ability. The purpose of this study is to develop a coding ability test for children, to conduct a graphic coding intervention, and to further explore the impact of multiple factors on children's coding ability in ScratchJr intervention. First, the coding ability test for ScratchJr environment was developed based on Item Response Theory to measure kindergarten students' coding ability. The result showed that there are good reliability, content, and structural validity of the test question. Secondly, we conducted a 12-week ScratchJr coding activity teaching experiment on 162 kindergarten students. The analysis of the treated group and the control group showed that coding activity teaching can effectively improve the students' coding ability. Finally, this study analyzed the differences in children's coding ability in coding interest, and coding experience. The results showed that the coding ability was affected by coding experience and coding interest. More interestingly, it was found partial mediation effect among coding ability, coding experience and coding interest. Moreover, ScratchJr coding intervention can influence the direct effect of coding experience on coding ability by improving children's coding interest.
Descriptors: Programming, Skill Development, Intervention, Student Experience, Student Interests, Test Construction, Kindergarten, Young Children, Test Reliability, Test Validity, Learning Activities, Instructional Effectiveness, Public Schools, Foreign Countries, Factor Analysis, Elementary School Students, Grade 1, Grade 2, Academic Ability, Individual Differences
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A