Cited by 226Teaching and Learning ProgrammingInnovative Teaching and Learning MethodsProblem and Project Based Learning

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Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance

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Loksa, Dastyni, Ko, Amy J., Jernigan, Will, Oleson, Alannah, Mendez, Christopher J., Burnett, Margaret M.·2016·Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

DOI 10.1145/2858036.2858252

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Abstract

More people are learning to code than ever, but most learning opportunities do not explicitly teach the problem solving skills necessary to succeed at open-ended programming problems. In this paper, we present a new approach to impart these skills, consisting of: 1) explicit instruction on programming problem solving, which frames coding as a process of translating mental representations of problems and solutions into source code, 2) a method of visualizing and monitoring progression through six problem solving stages, 3) explicit, on-demand prompts for learners to reflect on their strategies when seeking help from instructors, and 4) context-sensitive help embedded in a code editor that reinforces the problem solving instruction. We experimentally evaluated the effects of our intervention across two 2-week web development summer camps with 48 high school students, finding that the intervention increased productivity, independence, programming self-efficacy, metacognitive awareness, and growth mindset. We discuss the implications of these results on learning technologies and classroom instruction.

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Authors: Loksa, D., Ko, A. J., Jernigan, W., Oleson, A., Mendez, C. J., & Burnett, M. M.
Affiliations: University of Washington (US)
Oregon State University, Corvallis, OR, USA
Oregon State University (US)
ORCID: Loksa, Dastyni
Ko, Amy J.
Oleson, Alannah
Mendez, Christopher J.
Burnett, Margaret M.
Venue: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems
Publisher: ACM
Published: 2016-05-07
Pages: 1449-1461
DOI: 10.1145/2858036.2858252
OpenAlex: W2407505401
Cited by: 223
References: 62
Citations by year: 2026: 23 · 2025: 18 · 2024: 29 · 2023: 22 · 2022: 20 · 2021: 17 · 2020: 17 · 2019: 55 · 2018: 10 · 2017: 11 · 2016: 1
FWCI: 20.48
Type: conference paper
Language: en
Open access: bronze
doi.org
Licence: www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations: CHI Conference on Human Factors in Computing Systems (publishedVersion)
Funders: National Science Foundation (1240786, 1314399, 1153625)
Topics: Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Problem and Project Based Learning
Keywords: programming problem solving, self-awareness, metacognition, growth mindset, programming self-efficacy, problem-solving stages, context-sensitive help, high school students, learner autonomy, programming education

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Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance

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