Learning programming by building blocks is a typical application of visual programming for children, which is considered as a creative approach to understand complex logic behind programming. Besides the visual elements that could enhance children’s learning motivation, what factors could influence learning performance is still a key issue. Using data from 14,718 learners of the Codemao platform, this study investigates how individual effort (degree of practice, frequency of interaction, complexity of works) and need-to-belong influence learner’s learning performance. The results show that individual effort positively predicts learning performance, while need-to-belong plays a “double-sword” effect. Specifically, need-to-belong positively moderates the relationship between the complexity of the works and learning performance, while it has a negative moderating effect on the relationship between the degree of practice, frequency of interaction and learning performance. Finally, we discuss the theoretical and practical implications of our findings.
Zhang, Xiaobin; Zhao, Ling; Li, Yuni; and Deng, Zhaohua, "Learning Performance in Block-based Programming Education for Children: Predictors and Moderator" (2022). PACIS 2022 Proceedings. 143.
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