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dc.contributor.authorSun, Jerry Chih-Yuanen_US
dc.contributor.authorHsu, Kelly Yi-Chuanen_US
dc.date.accessioned2019-05-02T00:25:57Z-
dc.date.available2019-05-02T00:25:57Z-
dc.date.issued2019-06-01en_US
dc.identifier.issn0747-5632en_US
dc.identifier.urihttp://dx.doi.org/10.1016/j.chb.2019.01.036en_US
dc.identifier.urihttp://hdl.handle.net/11536/151676-
dc.description.abstractWhile 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.isoen_USen_US
dc.subjectEye-trackingen_US
dc.subjectProgramming designen_US
dc.subjectScaffoldingen_US
dc.subjectSelf-efficacyen_US
dc.subjectAcademic performanceen_US
dc.titleA smart eye-tracking feedback scaffolding approach to improving students' learning self-efficacy and performance in a C programming courseen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.chb.2019.01.036en_US
dc.identifier.journalCOMPUTERS IN HUMAN BEHAVIORen_US
dc.citation.volume95en_US
dc.citation.spage66en_US
dc.citation.epage72en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000463310300008en_US
dc.citation.woscount0en_US
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