• The Effects of Pre-Training Ty...

Treffer: The Effects of Pre-Training Types on Cognitive Load, Self-Efficacy, and Problem-Solving in Computer Programming

Title:
The Effects of Pre-Training Types on Cognitive Load, Self-Efficacy, and Problem-Solving in Computer Programming
Language:
English
Authors:
Jaewon Jung (ORCID 0000-0003-2282-0379), Yoonhee Shin (ORCID 0000-0001-6684-3404), HaeJin Chung (ORCID 0009-0003-1499-4632), Mik Fanguy (ORCID 0000-0002-9383-1510)
Source:
Journal of Computing in Higher Education. 2025 37(3):809-830.
Availability:
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed:
Y
Page Count:
22
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Training, Cognitive Processes, Difficulty Level, Self Efficacy, Problem Solving, Programming, Undergraduate Students, Metacognition, Scaffolding (Teaching Technique)
DOI:
10.1007/s12528-024-09407-3
ISSN:
1042-1726
1867-1233
Entry Date:
2025
Accession Number:
EJ1480125
Database:
ERIC

Weitere Informationen

This study investigated the effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Pre-training was provided to help learners acquire schemas related to problem-solving strategies. 84 undergraduate students were randomly assigned to one of three groups and each group received three different types of pre-training: 1) WOE (worked-out example) and metacognitive scaffolding, 2) faded WOE and metacognitive scaffolding, and 3) WOE and faded metacognitive scaffolding. After the pre-training phase, the participants' cognitive load, self-efficacy, and programming problem-solving skills were analyzed. Then, during the training phase, the participants were asked to attempt a programming problem-solving task with faded WOE and faded metacognitive scaffoldings. After the training phase, the participants' cognitive load, self-efficacy, and programming problem-solving were analyzed again. The findings revealed that providing both cognitive scaffolding (i.e., WOE or faded WOE) and non-faded metacognitive scaffolding during the pre-training phase is effective for novice learners for optimizing cognitive load, promoting self-efficacy, and enhancing programming problem-solving skills.

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