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Collaborative Programming Based on Social Shared Regulation: An Approach to Improving Students' Programming Achievements and Group Metacognition

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Title: Collaborative Programming Based on Social Shared Regulation: An Approach to Improving Students' Programming Achievements and Group Metacognition
Language: English
Authors: Liu, Cheng-Ye (ORCID 0000-0003-0732-0288), Li, Wei (ORCID 0000-0002-4599-6433), Huang, Ji-Yi, Lei, Lu-Yuan, Zhang, Pei-Rou
Source: Journal of Computer Assisted Learning. Oct 2023 39(5):1714-1731.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 8
Descriptors: Cooperative Learning, Programming, Academic Achievement, Metacognition, Junior High School Students, Cognitive Processes, Difficulty Level, Grade 8
DOI: 10.1111/jcal.12828
ISSN: 0266-4909
1365-2729
Abstract: Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi-experimental study was conducted in a junior high school over a 10-week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth-grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392047
Database: ERIC
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  Data: Collaborative Programming Based on Social Shared Regulation: An Approach to Improving Students' Programming Achievements and Group Metacognition
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Cheng-Ye%22">Liu, Cheng-Ye</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0732-0288">0000-0003-0732-0288</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li%2C+Wei%22">Li, Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4599-6433">0000-0002-4599-6433</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Ji-Yi%22">Huang, Ji-Yi</searchLink><br /><searchLink fieldCode="AR" term="%22Lei%2C+Lu-Yuan%22">Lei, Lu-Yuan</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Pei-Rou%22">Zhang, Pei-Rou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Oct 2023 39(5):1714-1731.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: 10.1111/jcal.12828
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi-experimental study was conducted in a junior high school over a 10-week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth-grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context.
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  Data: EJ1392047
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