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Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills.

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Title: Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills.
Authors: Wu, Ting‐Ting1, Sarwono, Edi1,2, Huang, Yueh‐Min3 huang@mail.ncku.edu.tw
Source: Journal of Computer Assisted Learning. Apr2025, Vol. 41 Issue 2, p1-17. 17p.
Subjects: Scale analysis (Psychology), Pearson correlation (Statistics), Computer simulation, School environment, T-test (Statistics), Engineering, Undergraduates, Educational outcomes, Clinical trials, Questionnaires, Educational technology, Quantitative research, Descriptive statistics, Analysis of covariance, Problem solving, Teaching methods, Educational tests & measurements, Virtual reality, Motivation (Psychology), Control groups, Pre-tests & post-tests, Creative ability, Problem-based learning, Research methodology, Statistics, Ability, Computer assisted instruction, Comparative studies, Data analysis software, Student attitudes, Critical thinking, Training
Geographic Terms: Indonesia
Abstract: Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher‐order thinking skills (HOTS). Computational thinking (CT) is an approach to problem‐solving. Incorporating the CT approach into virtual laboratories to enhance problem‐solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi‐experimental study was conducted to investigate the impact of the proposed approach. Forty‐eight undergraduate electrical engineering students participated in this study. Pre‐ and post‐test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning 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: Engineering Source
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  Data: Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Apr2025, Vol. 41 Issue 2, p1-17. 17p.
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  Data: Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher‐order thinking skills (HOTS). Computational thinking (CT) is an approach to problem‐solving. Incorporating the CT approach into virtual laboratories to enhance problem‐solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi‐experimental study was conducted to investigate the impact of the proposed approach. Forty‐eight undergraduate electrical engineering students participated in this study. Pre‐ and post‐test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Computer Assisted Learning 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=184016315
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.70017
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1
    Subjects:
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Computer simulation
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Clinical trials
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Quantitative research
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Analysis of covariance
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Virtual reality
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Creative ability
        Type: general
      – SubjectFull: Problem-based learning
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      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills.
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            NameFull: Wu, Ting‐Ting
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            NameFull: Sarwono, Edi
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            – D: 01
              M: 04
              Text: Apr2025
              Type: published
              Y: 2025
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              Value: 41
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            – TitleFull: Journal of Computer Assisted Learning
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