Background and Context: Block-based programming is a popular approach to teaching introductory programming. Block-based programming often works in the context of microworlds, where students solve specific puzzles. It is used, for example, within the Hour of Code event, which targets millions of students. Objective: To identify design guidelines…

Background and Context: Productive failure (PF) is a learning paradigm that flips the order of instruction: students work on a problem, then receive a lesson. PF increases learning, but less is known about student emotions and collaboration during PF, particularly in a computer science context. Objective: To provide insight on students' emotions…

Background and context: There were few studies indicating if students' computational thinking (CT) self-efficacy and their CT performance were aligned with each other. Objectives: The study was to investigate if there was a discrepancy between students' CT self-efficacy and their CT performance. Method: Involving 104 non-CS undergraduate students…

Background and Context: Computational Thinking (CT) has been recently integrated into new and revised Digital Technologies content (DTC) in the Technology learning area of the New Zealand School Curriculum. Objective: To aid this change, this research examined how CT supports learning outcomes in both music and programming with the Sonic Pi…

Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with…

Background and Context: Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. Objective: The first objective is to lay out a theoretical foundation for understanding the learning situation when…

Background and context: Emotions are ubiquitous in academic settings and affect learning strategies, motivation to persevere, and academic outcomes, however they have not figured prominently in research on learning to program at the university level. Objective: To summarize the current knowledge available on the effect of emotions on students…

Background and Context: Lopez and Lister first presented evidence for a skill hierarchy of code reading, tracing, and writing for introductory programming students. Further support for this hierarchy could help computer science educators sequence course content to best build student programming skill. Objective: This study aims to replicate a…

Background and Context: Students' self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students' initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning…

Background and Context: Current programming learning research often compares novices and experienced programmers, leaving early learning stages and emotional and cognitive states under-explored. Objective: Our study investigates relationships between cognitive and emotional states and learning performance in early stage programming learners with…

Background and context: In 2016, programming was introduced as part of the revised National Core Curriculum for Basic Education in Finland. Over five years after implementation there has not been substantial increase in teacher or student competencies in programming. Objective: This study explored the perceptions, attitudes, and emotions of…

Background and Context: Though still a nascent area of research, serious games have been presented as means of engaging students in computer programming and computational thinking due to their immersive and interactive nature. Existing research is limited in its ability to provide systems based on sound instructional design models, and only a few…

Objective: This study explores postgraduate students' perceptions of the modified team-based learning instructional approach used to teach it and the extent to which the Bootcamp course improves their practical skills. Method: In the beginning, participants (n = 185) were asked to rate their practical experience on the taught topics. At the end…

Background & Context: Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by…

Background and Context: A continued gender disparity has driven a need for effective interventions for recruiting girls to computer science. Prior research has demonstrated that middle school girls hold beliefs and attitudes that keep them from learning computer science, which can be mitigated through classroom design. Objective: This study…