Examining the Relationship Between ICT Engagement and Computational Thinking: Does Gender Make a Difference? (Poster 27)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Artificial Intelligence for Diverse Learners

Abstract

Computational thinking (CT) is believed to be essential for student success in a digital world. Although ICT plays a vital role in CT development, the effects of ICT engagement on CT achievement are under-explored. This study examined the relationships between different aspects of ICT engagement and CT achievement in Grade 8 students through path analysis using ICILS 2018 data. CT achievement was positively associated with ICT perceptions and ICT self-efficacy, and negatively associated with CT engagement for learning. Also, there were gender differences in ICT engagement but not in CT achievement and its associations with ICT engagement. This study shed light on how behavioral and cognitive-motivational ICT engagement affected CT achievement, providing a reference for future CT interventions.

Authors

• Echo Zexuan Pan, Harvard University

• Matthew Johnson, University of Alberta

• Maria Cutumisu, McGill University