Exploring the moderating effect of computational thinking, programming modality, and programming competition on primary students’ programming environment use

• In Event: SICET - Quantitative Research Development

Short Description

This study explores the moderating effects of computational thinking (CT), programming modality (PM), and programming competition (PC) on children’s PE acceptance. Using structural equation modeling analysis (SEM), the proposed model was validated using survey data on 1527 children, and the measurement model's configural, metric and scalar invariance were confirmed. The results of multigroup SEM revealed significant path differences in CT and PM group comparisons, with most path differences related to experience-specific motivations.

Authors

• Contributor: Miaoting Cheng, Shenzhen University

• Contributor: Jun Yang, Baoan Institute Of Educational Research

• Contributor: Xue Xiangzhong, Shenzhen University

• Contributor: Feng Yunyan, Shenzhen University

• Contributor: Juntong Lai, Shenzhen University