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Title: Designing Bugs or Doing Another Project: Effects on Secondary Students’ Self-Beliefs in Computer Science
Authors: Morales-Navarro, Luis
Fields, Deborah A.
Giang, Michael
Kafai, Yasmin B.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Morales-Navarro, L., Fields, D. A., Giang, M., & Kafai, Y. B. (2023). Designing bugs or doing another project: Effects on secondary students’ self-beliefs in computer science. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 866-869). International Society of the Learning Sciences.
Abstract: Debugging—finding and fixing bugs in code—is a heterogeneous process that shapes novice learners’ self-beliefs and motivation in computing. Our Debugging by Design intervention (DbD) provocatively puts students in control over bugs by having them collaborate on designing creative buggy projects during an electronic textiles unit in an introductory computing course. We implemented DbD virtually in eight classrooms with two teachers in public schools with historically marginalized populations, using a quasi-experimental design. Data from this study included post-activity results from a validated survey instrument (N=144). For all students, project completion correlated with increased computer science creative expression and e-textiles coding self-efficacy. In the comparison classes, project completion correlated with reduced programming anxiety, problem-solving competency beliefs, and programming self-concept. In DbD classes, project completion is uniquely correlated with increased fascination with design and programming growth mindset. In the discussion, we consider the relative benefits of DbD versus other open-ended projects.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2023

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