Exploring the Effects of a Scaffolded Programming Learning Environment Integrated with ChatGPT on Students’ Learning Performance and Self-Efficacy
DOI:
https://doi.org/10.52731/liir.v006.439Keywords:
learning programming, metacognition, learning self-efficacy, ChatGPTAbstract
This study designed an online scaffolded learning programming environment, integrating self-regulated learning model with ChatGPT, to facilitate students learning programming and explored its impact on learning performance, cognitive load, and self-efficacy. A one-group pretest-posttest experimental design, the experiment involved 58 university students who took part in three weeks learning activity. The results showed that the environment benefitted students on the enhancement of conceptual understanding of web programming, the enhancement of learning self-efficacy on logical thinking, algorithm, and debugging. Moreover, it increased students’ germane cognitive load and reduced their perceived task difficulty.
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