The Instructional Design of Worked Examples to Promote Computational Thinking Skills in Well-structured Programming Problems: An integrative Review

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dc.contributor.authorAlmutairy, Ghadah Fayezen
dc.contributor.committeechairPotter, Kenneth R.en
dc.contributor.committeememberBond, Mark Aaronen
dc.contributor.committeememberJohnson, Alicia Leinaalaen
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2023-01-12T09:00:48Zen
dc.date.available2023-01-12T09:00:48Zen
dc.date.issued2023-01-11en
dc.description.abstractEducators in the current era face more pressure to meet learners' growing digital age learning needs, which may require fostering more vital computational thinking skills. To ensure the desired learning outcomes are attained, it is critical to know how to provide the appropriate type of guidance and assistance. The findings of this research may be significant to computer science instructors and instructional designers interested in fostering computational thinking skills and improving programming skills by designing effective worked examples. Following the integrative review methodology, the study examined the current literature on worked examples in a programming setting to determine the compelling designs of worked examples. In addition, this study examined the most employed instructional design principles in developing effective worked examples and explored factors and circumstances that may have impacted the effectiveness of those designs. This study's findings indicated several successful designs of worked examples to promote computational thinking skills in programming problemsen
dc.description.abstractgeneralEducators focus on fulfilling learners' expanding digital age learning requirements, which may require developing more critical computational thinking skills. It is vital to understand how to give appropriate guidance and support to achieve the intended learning results in programming courses. The outcomes of this study may be helpful to computer science educators and instructional designers who aim to support learners in gaining more advanced computational thinking skills. The study used the integrative review approach to investigate the current literature on worked examples in a programming context to discover the compelling designs of worked examples. The study provides information about the factors that may affect the design in addition to discuss several instructional design principles in regard to worked examples. The outcomes of this study showed numerous successful designs of worked examples that are helping in enhancing computational thinking skills in programming tasks.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:35957en
dc.identifier.urihttp://hdl.handle.net/10919/113141en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectworked examplesen
dc.subjectcomputational thinkingen
dc.subjectprogrammingen
dc.subjectinstructional designen
dc.titleThe Instructional Design of Worked Examples to Promote Computational Thinking Skills in Well-structured Programming Problems: An integrative Reviewen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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