The Impact of Prior Knowledge on Undergraduate STEM Students' Experiences in a Scaffolded Computer Science Learning System

• In Event: Training, Knowledge, and Agency: A Focus on Computer Science and Teaching and Learning

Abstract

This study examined an automated hint generation system in an online learning environment used by undergraduate STEM students in an introductory computer science course. A convergent parallel mixed methods design was used to analyze student feedback regarding the quality of support provided by the system. When examining feedback of students grouped on their level of prior knowledge, we found that their reports highlighted elements of the system that are incongruent with their learning needs and cognitive limitations. Findings pointed to a need to specifically design hint content, context, and frequency to the needs of novices.

Authors

• Dolly Bounajim, North Carolina State University

• Arif Rachmatullah, SRI International

• Madeline Hinckle, North Carolina State University

• James Lester, North Carolina State University

• Bradford Mott, North Carolina State University

• Eric N. Wiebe, North Carolina State University