research-article

Metacognitive calibration when learning to program

Authors:

Matthias Hauswirth,

Andrea AdamoliAuthors Info & Claims

Koli Calling '17: Proceedings of the 17th Koli Calling International Conference on Computing Education Research

Pages 50 - 59

https://doi.org/10.1145/3141880.3141904

Published: 16 November 2017 Publication History

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Abstract

Learning to program is hard. In this paper we investigate the use of metacognitive techniques to help students in an introductory programming course. Metacognition is an important ingredient to learning. We focus on metacognitive calibration, a learner's ability to assess their own understanding. We do this in an innovative blended learning environment used in two instances of a second-semester undergraduate programming course, using two vastly different pedagogical approaches. We collect traces of self-assessment and help seeking behaviors and analyze them to better understand the metacognitive tactics and their relation to programming student performance.

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Cited By

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Hassan MZeng GZilles C(2024)Evaluating How Novices Utilize Debuggers and Code Execution to Understand CodeProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671126(65-83)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671126
Ferreira DCampos DGonçalves A(2024)Regulatory Strategies for Novice Programming StudentsComputer Supported Education10.1007/978-3-031-53656-4_7(136-159)Online publication date: 15-Feb-2024
https://doi.org/10.1007/978-3-031-53656-4_7
Zhou YChai CLi XMa CLi BYu DLiang J(2023)Application of Metacognitive Planning Scaffolding for the Cultivation of Computational ThinkingJournal of Educational Computing Research10.1177/0735633123116029461:6(1123-1142)Online publication date: 13-Apr-2023
https://doi.org/10.1177/07356331231160294
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Index Terms

Metacognitive calibration when learning to program
1. Social and professional topics
  1. Professional topics
    1. Computing education

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Published In

Koli Calling '17: Proceedings of the 17th Koli Calling International Conference on Computing Education Research

November 2017

215 pages

ISBN:9781450353014

DOI:10.1145/3141880

Conference Chairs:
Calkin Suero Montero
University of Eastern Finland, Finland
,
Mike Joy
University of Warwick, United Kingdom

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 16 November 2017

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Koli Calling 2017

Sponsor:

Univ. Eastern Finland
University of Warwick
Joensuu University Foundation

Koli Calling 2017: 17th Koli Calling International Conference on Computing Education Research

November 16 - 19, 2017

Koli, Finland

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Overall Acceptance Rate 80 of 182 submissions, 44%

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Cited By

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Hassan MZeng GZilles C(2024)Evaluating How Novices Utilize Debuggers and Code Execution to Understand CodeProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671126(65-83)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671126
Ferreira DCampos DGonçalves A(2024)Regulatory Strategies for Novice Programming StudentsComputer Supported Education10.1007/978-3-031-53656-4_7(136-159)Online publication date: 15-Feb-2024
https://doi.org/10.1007/978-3-031-53656-4_7
Zhou YChai CLi XMa CLi BYu DLiang J(2023)Application of Metacognitive Planning Scaffolding for the Cultivation of Computational ThinkingJournal of Educational Computing Research10.1177/0735633123116029461:6(1123-1142)Online publication date: 13-Apr-2023
https://doi.org/10.1177/07356331231160294
Matook SMaggie Wang YKoeppel NGuerin S(2023)Metacognitive skills in low-code app development: Work-integrated learning in information systems developmentJournal of Information Technology10.1177/0268396223117023839:1(41-70)Online publication date: 28-Apr-2023
https://doi.org/10.1177/02683962231170238
Charitsis CPiech CMitchell JDoyle MStephenson BDorn BSoh LBattestilli L(2023)Detecting the Reasons for Program Decomposition in CS1 and Evaluating Their ImpactProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569763(1014-1020)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569763
ÇAKIROĞLU ÜER B(2023)A model to develop activities for teaching programming through metacognitive strategiesThinking Skills and Creativity10.1016/j.tsc.2023.10127948(101279)Online publication date: Jun-2023
https://doi.org/10.1016/j.tsc.2023.101279
Tong DUyen BNgan L(2022)The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the planeHeliyon10.1016/j.heliyon.2022.e12657(e12657)Online publication date: Dec-2022
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Lorås MSindre GTrætteberg HAalberg T(2021)Study Behavior in Computing Education—A Systematic Literature ReviewACM Transactions on Computing Education10.1145/346912922:1(1-40)Online publication date: 18-Oct-2021
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Chiodini LMoreno Santos IGallidabino ATafliovich ASantos AHauswirth MSchulte CBecker BDivitini MBarendsen E(2021)A Curated Inventory of Programming Language MisconceptionsProceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 110.1145/3430665.3456343(380-386)Online publication date: 26-Jun-2021
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Loras MHaugset BTratteberg H(2021)The Importance of the Campus - A Study on the Effects of the COVID-19 Pandemic in a CS2 Course2021 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON46332.2021.9453910(160-169)Online publication date: 21-Apr-2021
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