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In computer science (CS) higher education, many students in introductory courses (CS1) struggle to learn programming due to both the complexity of the discipline and negative affective experiences while learning. Large class sizes hinder the opportunity to receive support that addresses both disciplinary knowledge and affective experiences, both of which have been shown to influence self-efficacy. Our work utilized a combination of structured daily diaries and retrospective interviews to surface participants’ programming experiences, affective responses, and self-perceptions. Through two case studies, we highlight the intertwined nature of disciplinary knowledge and affective experiences in the learning process of students in CS1, and advocate for increased attention to student interactions with TAs as an opportunity to provide affective support along with disciplinary learning.
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Exploring the Interplay of Metacognition, Affect, and Behaviors in an Introductory Computer Science Course for Non-Majors
Introductory computer science for non-majors, often referred to as CS0, is a course that is designed to be more accessible and less intimidating than CS1, with the goal of alleviating barriers and fears associated with learning computer science (CS). However, despite this intention, many students still struggle in CS0 and these courses do not always successfully prepare students for future CS learning experiences. In this paper, we study the experiences of CS0 students with a particular focus on the intersection of their metacognition, affect, and behaviors. To study students’ daily learning experiences, we collected data from 20 participants who completed structured daily diaries and retrospective interviews over the course of a single homework assignment. Through a thematic analysis of the diaries and interviews, we identified three distinct patterns of engagement that highlight the importance of metacognitive knowledge of strategies, or a students’ understanding of when, why, and how to effectively use regulation and disciplinary strategies while working on tasks. The three patterns of engagement include: (1) avoidance behaviors resulting from negative emotions, negative judgements, and a lack of metacognitive knowledge of strategies, (2) persistence or re-engagement behaviors despite negative emotions and judgements aided by metacognitive knowledge of strategies, and (3) persistence behaviors with evidence that metacognitive knowledge of strategies prevented students from forming negative judgements in the first place. We contribute an initial model of the interplay of metacognition, affect, and behaviors in CS learning, showing the role of metacognitive knowledge of strategies in helping students persist in the face of struggle. In our discussion, we advocate for explicit interventions that support students in developing metacognitive knowledge of strategies while also supporting their sometimes challenging emotional experiences.
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- Award ID(s):
- 2016900
- PAR ID:
- 10549632
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400704758
- Page Range / eLocation ID:
- 27 to 41
- Format(s):
- Medium: X
- Location:
- Melbourne VIC Australia
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3632620.3671119
