Intervention
Table 1: Study protocol and data collected
| Step | Activity | Content | Data Collected |
|---|---|---|---|
| 1 | Registration | Credentials creation & condition assignment | Username & password |
| 2 | Background info | Demographic | Demographic, programming attitude, CAS, CT perceptions |
| 3 | Tutorial | 8-minute video on the learning system & looping | N/A |
| 4 | Pretest (isomorphic) | 7 multiple-choice (4-choice) looping questions | Pretest responses & score |
| 5 | CS CLCS | 10 CL questions with 0-10 scaled responses | Pretest CL & IL/EL/GL components |
| 6 | Puzzles | 7 puzzles on looping in 11 of 12 conditions; learning system behavior varies by condition; 7 puzzles on sequences in the 12th condition (control) | Per-puzzle time spent, time-stamped block moves & score, correctness, feedback log, self-explanations |
| 7 | CS CLCS | 10 CL questions with 0-10 scaled responses | Puzzle CL & IL/EL/GL components |
| 8 | Posttest (isomorphic) | 7 multiple-choice (4-choice) looping questions | Posttest responses & score |
| 9 | CS CLCS | 10 CL questions with 0-10 scaled responses | Posttest CL & IL/EL/GL components |
| 10 | Concluding measurements | Motivation, programming attitude, learning system feedback, CT perceptions | TEQ, CAS, & programming attitude, CT perceptions |
To test our hypotheses, we developed a quantitative experiment between-subjects, with some within-subject measurements. We devised 12 study conditions detailed in Table 1 to ensure we could granularly analyze the effect of various PPP elements on learning outcomes and help fill a gap in the literature pertaining to which PPP elements prove most useful for learning. As documented in Table 1, participants followed a 10-step protocol which in part required them to respond to a validated: 1) CS CL component survey (CS CLCS); 2) intrinsic motivation Task Evaluation Questionnaire (TEQ); 3) Computing Attitudes Survey (CAS).
Table 2: PPP scaffolding variation across 12 study conditions
| Cond. | CT Concept | Presentation | Feedback | Fading Scaffolding |
|---|---|---|---|---|
| C1 | Looping | 1-palette | Correctness | No |
| C2 | Looping | Multi-palette | Correctness | No |
| C3 | Looping | 1-palette | Correctness + Objectives | No |
| C4 | Looping | Multi-palette | Correctness + Objectives | No |
| C5 | Looping | 1-palette | Objectives | No |
| C6 | Looping | Multi-palette | Objectives | No |
| C7 | Looping | 1-palette | 3 Correctness, 2 Correctness + Objectives, 2 Objectives | Correctness feedback faded |
| C8 | Looping | Multi-palette | 3 Correctness, 2 Correctness + Objectives, 2 Objectives | Correctness feedback faded |
| C9 | Looping | 4: 1-palette, 3: multi-palette | 3 Correctness, 2 Correctness + Objectives, 2 Objectives | Correctness feedback & 1-palette faded |
| C10 | Looping | Multi-palette | None | No |
| C11 | Looping | Multi-palette + distractors | None | No |
| C12 | Sequences | 1-palette | Correctness | No |