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dc.contributor.authorCalderon, Ana
dc.contributor.authorPerham, Nick
dc.contributor.authorSkillicorn, Deiniol
dc.contributor.authorWatt, Andrew
dc.date.accessioned2019-09-26T08:37:31Z
dc.date.available2019-09-26T08:37:31Z
dc.date.issued2019-10-10
dc.identifier.citationCalderon, A., Skillicorn, D., Watt, A. and Perham, N. (2019) 'A double dissociative study into the effectiveness of computational thinking', Education and Information Technologies. DOI: 10.1007/s10639-019-09991-3.
dc.identifier.issn1573-7608
dc.identifier.urihttp://hdl.handle.net/10369/10743
dc.descriptionArticle published in Education and Information Technologies on 10 October 2019 (online), available open access at: https://doi.org/10.1007/s10639-019-09991-3.en_US
dc.description.abstractWe propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regards to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 x 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking methodologies designed to focus on specific components of the pedagogy. The dependent variable was percentage improvement from baseline, and the analyses were conducted using 2 x 2 mixed ANOVA, an alpha criterion of p<.05 was adopted for all analyses. The specific components investigated were algorithmic thinking and abstraction, and we found a positive correlation between enhancements of sequentiality and abstract thinking.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofseriesEducation and Information Technologies;
dc.subjectComputational Thinking, Cognitive effects, Pedagogyen_US
dc.titleA double dissociative study into the effectiveness of computational thinkingen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1007/s10639-019-09991-3
dcterms.dateAccepted2019-08-10
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en_US
rioxxterms.licenseref.startdate2019-09-26
rioxxterms.freetoread.startdate2020-10-10
rioxxterms.funder.project37baf166-7129-4cd4-b6a1-507454d1372een_US


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