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Article: A Flipped Systematic Debugging Approach to Enhance Elementary Students’ Program Debugging Performance and Optimize Cognitive Load

TitleA Flipped Systematic Debugging Approach to Enhance Elementary Students’ Program Debugging Performance and Optimize Cognitive Load
Authors
Keywordscognitive load
elementary education
flipped classroom
program debugging teaching
scratch
Issue Date16-Mar-2023
PublisherSAGE Publications
Citation
Journal of Educational Computing Research, 2023, v. 61, n. 5, p. 1064-1095 How to Cite?
Abstract

Reintroducing computer science (CS) education in K–12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K–12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP–modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP–modeling method. The results indicated that flipped debugging training using the SDP–modeling method improved students’ debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students’ investment in germane cognitive load by promoting schema construction. It also helped reduce students’ intrinsic and extraneous cognitive load in learning.


Persistent Identifierhttp://hdl.handle.net/10722/341878
ISSN
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.792
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGao, Xuemin-
dc.contributor.authorHew, Khe Foon-
dc.date.accessioned2024-03-26T05:37:53Z-
dc.date.available2024-03-26T05:37:53Z-
dc.date.issued2023-03-16-
dc.identifier.citationJournal of Educational Computing Research, 2023, v. 61, n. 5, p. 1064-1095-
dc.identifier.issn0735-6331-
dc.identifier.urihttp://hdl.handle.net/10722/341878-
dc.description.abstract<p>Reintroducing computer science (CS) education in K–12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K–12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP–modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP–modeling method. The results indicated that flipped debugging training using the SDP–modeling method improved students’ debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students’ investment in germane cognitive load by promoting schema construction. It also helped reduce students’ intrinsic and extraneous cognitive load in learning.</p>-
dc.languageeng-
dc.publisherSAGE Publications-
dc.relation.ispartofJournal of Educational Computing Research-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectcognitive load-
dc.subjectelementary education-
dc.subjectflipped classroom-
dc.subjectprogram debugging teaching-
dc.subjectscratch-
dc.titleA Flipped Systematic Debugging Approach to Enhance Elementary Students’ Program Debugging Performance and Optimize Cognitive Load-
dc.typeArticle-
dc.identifier.doi10.1177/07356331221133560-
dc.identifier.scopuseid_2-s2.0-85150274429-
dc.identifier.volume61-
dc.identifier.issue5-
dc.identifier.spage1064-
dc.identifier.epage1095-
dc.identifier.eissn1541-4140-
dc.identifier.isiWOS:000969342300001-
dc.identifier.issnl0735-6331-

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