CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students
Tác giả
Liao C.H.; Chiang C.-T.; Chen I.-C.; Parker K.R.
Năm xuất bản
2022
Source title
International Journal of Educational Technology in Higher Education
Số trích dẫn
3
DOI
10.1186/s41239-022-00347-5
Liên kết
Tóm tắt
While various studies have focused on the significance of computational thinking (CT) for the future career paths of individuals in science, technology, engineering, and mathematics (STEM), few studies have focused on computational thinking for non-STEM college students. This study explores the relationship between computational thinking and learning satisfaction for non-STEM-major college students. A conceptual model is proposed to examine the structural relationships among computational thinking, self-efficacy, self-exploration, enjoyment and learning satisfaction in an AppInventor-based liberal education course. Collecting data from 190 undergraduate students from Taiwan and analyzing the data by using partial least squares (PLS) methods, the research framework confirms the six proposed hypotheses. These results show that both computational thinking and enjoyment play significant roles in both self-exploration and digital self-efficacy. Moreover, digital self-efficacy and self-exploration also have a significant positive influence on learning satisfaction. These findings have implications for influencing the learning outcomes of non-STEM-major college students, computational thinking course instructors, and computational thinking relevant policies. © 2022, The Author(s).
Từ khóa
Computational thinking; Digital self-efficacy; Enjoyment; Learning satisfaction; Non-STEM college students; Self-exploration
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Nơi xuất bản
Springer Science and Business Media Deutschland GmbH
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus