The DOI matches its Crossref record; 61 of the 62 references it cites were found in a registry or an index.
Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance
Open accessAbstract
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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“This growing body of evidence underscores the importance of metacognitive capabilities-specifically, an ability to maintain agency and critical judgment when presented with external solutions-as essential to the effective use of GenAI for programming.”
From The Effects of GitHub Copilot on Computing Students' Programming Effectiveness, Efficiency, and Processes in Brownfield Coding Tasks (2025) · cites this paper as [23]
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“In the context of programming, it involves how programmers solve problems and the process they go through to do so [53] and the programming environment likely plays a role in this [41].”
BackgroundPerformance and Metacognition Disconnect when Reasoning in Human-AI Interaction
Fernandes, D., Villa, S., Nicholls, S., Haavisto, O., Buschek, D., Schmidt, A., Kosch, T., Shen, C., & Welsch, R. (2024) · arXiv · doi:10.48550/arxiv.2409.16708 · Cited by 71
Metadata
- 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)
- Venue
- Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2016-05-07
- Pages
- 1449-1461
- 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
- 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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