Impact of Visual Programming on Flow, Self-Efficacy, and Learning Willingness in Students (Poster 32)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Instructional Technology SIG Posters

Abstract

The 11-week experiment assessed how flow experience and programming self-efficacy influenced 219 9th graders' sustained learning willingness and programming achievement using visual programming (VP) tools. The study found that VP instruction improved students' programming achievement, flow experiences, and programming self-efficacy. Programming self-efficacy directly impacted flow experiences and learning willingness, while flow experience predicted sustained learning willingness and programming achievement. Programming self-efficacy indirectly influenced sustained learning willingness and achievement through its impact on flow experience.

Authors

• Chiao Ling Huang, National Chi Nan University

• Lianzi Fu

• Shu Ching Yang, National Sun Yat-sen University

• Ping-yun Cheng, National Sun Yat-sen University