Formation of computational identity through computational thinking perspectives development in programming learning: A mediation analysis among primary school students

作者：

Highlights：

• Learning visual programming contributes to positive learning outcomes.

• CT perspectives facilitated by visual programming contribute to CI formation.

• Young learners' willingness to connect with peers is positively related to CI formation.

• Young learners' willingness to express with programming artifacts is positively related to CI formation.

• Young learners' willingness to question is positively related to CI formation only if they are willing to express.

摘要

•Learning visual programming contributes to positive learning outcomes.•CT perspectives facilitated by visual programming contribute to CI formation.•Young learners' willingness to connect with peers is positively related to CI formation.•Young learners' willingness to express with programming artifacts is positively related to CI formation.•Young learners' willingness to question is positively related to CI formation only if they are willing to express.

论文关键词：Computational identity,Computational thinking perspectives,Identity formation,Programming education,Situated learning theory,Structural equation modeling

论文评审过程：Received 24 August 2019, Revised 4 November 2019, Accepted 24 December 2019, Available online 28 December 2019, Version of Record 2 January 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2019.106230