This study aimed at investigating whether Computational Thinking (CT) Perspectives can foster Computational Identity (CI) among primary school students in programming learning from the perspective of situated learning theory. This study conceptualized CT perspectives as a multidimensional construct that comprises (1) ability to connect, (2) ability to question, and (3) ability to express, and CI with four subcomponents including (1) programming affiliation, (2) programming engagement, (3) programming actualization, and (4) programming goal setting. Students who received at least 6-month programming training for computational thinking development were invited to participate in this study. Results of Confirmatory Factor Analysis (CFA) suggested that the CT perspectives instrument (n = 100) and CI instrument (n = 241) reached good fit and therefore were validated in the pilot study. In the main study, survey answers (N = 215) including CT perspectives and CI were collected. Results of Structural Equation Modeling (SEM) showed positive relationships between CT perspectives and CI formation among primary school students. Mediation results further revealed that ability to question can foster CI formation through ability to express, while ability to connect can directly foster CI formation. Implications were discussed at the end of the study. Copyright © 2019 Elsevier Ltd. All rights reserved.
CitationKong, S. C., & Wang, Y. Q. (2020). Formation of computational identity through computational thinking perspectives development in programming learning: A mediation analysis among primary school students. Computers in Human Behavior, 106. Retrieved from https://doi.org/10.1016/j.chb.2019.106230
- Computational identity
- Computational thinking perspectives
- Identity formation
- Programming education
- Situated learning theory
- Structural equation modeling