IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i24p16514-d998659.html
   My bibliography  Save this article

Learning Performance of Different Genders’ Computational Thinking

Author

Listed:
  • Ting-Chia Hsu

    (Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 10610, Taiwan)

  • Ching Chang

    (Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 10610, Taiwan)

  • Lung-Hsiang Wong

    (National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore)

  • Guat Poh Aw

    (National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore)

Abstract

While the role of computational thinking (CT) has been widely reported in technology applications and further integrated into interdisciplinary learning, the integration of pedagogy-supported interdisciplinary activities for the empowerment of girls’ learning must not solely emphasise CT problem-solving skills. Rather, it must scaffold them with interactive learning that supports their characteristics while catering to gender equality. In this study, a gender-balanced interdisciplinary activity, integrating CT with Mandarin learning (ML), was designed for an elementary school in the Mandarin as a Second Language learning context using Social Robots (SRs). It sought to verify the results of the proposed method along with focused activities and interaction in an SR-integrated activity on the CT abilities and target-language learning of young learners. A total of 46 Grade 5 students, 26 boys and 20 girls, participated in the experiment. The study used a quasi-experimental method by examining the result of pre- and post-tests on language acquisition, programming self-efficacy, the educational robot attitude, and learning perceptions in the activity. The results indicated that there were no gender differences in terms of ML, self-efficacy in programming, or attitudes toward using SRs in the SR-integrated interdisciplinary activities. However, the boys and girls had different perceptions of learning. Suggestions for conducting SR-integrated interdisciplinary learning are given, along with pedagogical implications for the further promotion of women in technology.

Suggested Citation

  • Ting-Chia Hsu & Ching Chang & Lung-Hsiang Wong & Guat Poh Aw, 2022. "Learning Performance of Different Genders’ Computational Thinking," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16514-:d:998659
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/24/16514/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/24/16514/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Rustam Shadiev & Mengke Yang, 2020. "Review of Studies on Technology-Enhanced Language Learning and Teaching," Sustainability, MDPI, vol. 12(2), pages 1-22, January.
    2. Vladimiras Dolgopolovas & Valentina Dagiene, 2021. "On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective," Sustainability, MDPI, vol. 13(24), pages 1-21, December.
    3. Ting-Chia Hsu & Hal Abelson & Natalie Lao & Shih-Chu Chen, 2021. "Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning?," Sustainability, MDPI, vol. 13(19), pages 1-15, October.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ronald Paucar-Curasma & Liszeth Paola Cerna-Ruiz & Claudia Acra-Despradel & Klinge Orlando Villalba-Condori & Luis Alberto Massa-Palacios & Andrés Olivera-Chura & Isabel Esteban-Robladillo, 2023. "Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality," Sustainability, MDPI, vol. 15(16), pages 1-19, August.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ting Liu & Zhipeng Zhang & Xuesong (Andy) Gao, 2023. "Pedagogical Design in Technology-Enhanced Language Education Research: A Scoping Review," Sustainability, MDPI, vol. 15(7), pages 1-14, March.
    2. Vladimiras Dolgopolovas & Valentina Dagiene, 2022. "On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study," Sustainability, MDPI, vol. 14(4), pages 1-22, February.
    3. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.
    4. Yuh-Shihng Chang, 2021. "Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness," Sustainability, MDPI, vol. 13(21), pages 1-24, November.
    5. Rustam Shadiev & Yu-Cheng Chien & Yueh-Min Huang, 2020. "Enhancing Comprehension of Lecture Content in a Foreign Language as the Medium of Instruction: Comparing Speech-to-Text Recognition With Speech-Enabled Language Translation," SAGE Open, , vol. 10(3), pages 21582440209, August.
    6. Kun Zhang & Haoxian Wu, 2022. "Synchronous Online Learning During COVID-19: Chinese University EFL Students’ Perspectives," SAGE Open, , vol. 12(2), pages 21582440221, April.
    7. Yi-Pin Huang & Xiao-Li Zheng & Chuang-Kai Chiu & Jun Lei & Gang Yang & Hoisoo Kim & Feng Wang, 2021. "Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students," Sustainability, MDPI, vol. 13(21), pages 1-19, November.
    8. Xue Wang & Wei Zhang, 2022. "Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode," SAGE Open, , vol. 12(1), pages 21582440211, January.
    9. Valentina Dagiene & Vladimiras Dolgopolovas, 2022. "Short Tasks for Scaffolding Computational Thinking by the Global Bebras Challenge," Mathematics, MDPI, vol. 10(17), pages 1-30, September.
    10. Prodhan Mahbub Ibna Seraj & Blanka Klimova & Hadina Habil, 2021. "Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)," Sustainability, MDPI, vol. 13(10), pages 1-13, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16514-:d:998659. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.