Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Sun, Jerry Chih-Yuan | en_US |
dc.contributor.author | Hsu, Kelly Yi-Chuan | en_US |
dc.date.accessioned | 2019-05-02T00:25:57Z | - |
dc.date.available | 2019-05-02T00:25:57Z | - |
dc.date.issued | 2019-06-01 | en_US |
dc.identifier.issn | 0747-5632 | en_US |
dc.identifier.uri | http://dx.doi.org/10.1016/j.chb.2019.01.036 | en_US |
dc.identifier.uri | http://hdl.handle.net/11536/151676 | - |
dc.description.abstract | While computer science is crucial to today's world, the course requirements remain high and learners' self-efficacy remains low. This study applied eye-tracking devices to instantly identify learners' difficulties and provide them with tips and help them enhance their self-efficacy. The influence of the eye-tracking scaffolding system on students' self-efficacy and performance for learning the C programming language was investigated. Seventy-seven senior high school participants were randomly assigned to four groups: control, peer-scaffolding, eye-tracking-scaffolding, and mixed-scaffolding. A self-efficacy scale, a learning test, and an open-ended questionnaire were the research instruments. The results show that the self-efficacy of the eye-tracking-scaffolding group was significantly higher than the other three groups. In addition, the self-efficacy of the peer-scaffolding group was significantly higher than the control and mixed-scaffolding groups. However, no significant differences were found in learning performance between groups. The findings suggest that eye-tracking scaffolding and peer scaffolding methods can be applied to learning the C programming language, as they significantly enhanced learners' self-efficacy. Furthermore, the results suggest that several simultaneous types of scaffolding tend to reduce the effectiveness of the scaffolding systems through media-multitasking. Therefore, future teaching practice and research should avoid applying several types of scaffolding simultaneously. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Eye-tracking | en_US |
dc.subject | Programming design | en_US |
dc.subject | Scaffolding | en_US |
dc.subject | Self-efficacy | en_US |
dc.subject | Academic performance | en_US |
dc.title | A smart eye-tracking feedback scaffolding approach to improving students' learning self-efficacy and performance in a C programming course | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.1016/j.chb.2019.01.036 | en_US |
dc.identifier.journal | COMPUTERS IN HUMAN BEHAVIOR | en_US |
dc.citation.volume | 95 | en_US |
dc.citation.spage | 66 | en_US |
dc.citation.epage | 72 | en_US |
dc.contributor.department | 教育研究所 | zh_TW |
dc.contributor.department | Institute of Education | en_US |
dc.identifier.wosnumber | WOS:000463310300008 | en_US |
dc.citation.woscount | 0 | en_US |
Appears in Collections: | Articles |