Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students

• Autores: Chien Hsiang Liao, Chang Tang Chiang, I Chuan Chen, Kevin R. Parker
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 19, 2022
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • While various studies have focused on the signifcance of computational thinking (CT) for the future career paths of individuals in science, technology, engineering, and math‑ ematics (STEM), few studies have focused on computational thinking for non-STEM college students. This study explores the relationship between computational thinking and learning satisfaction for non-STEM-major college students. A conceptual model is proposed to examine the structural relationships among computational thinking, selfefcacy, self-exploration, enjoyment and learning satisfaction in an AppInventor-based liberal education course. Collecting data from 190 undergraduate students from Tai‑ wan and analyzing the data by using partial least squares (PLS) methods, the research framework confrms the six proposed hypotheses. These results show that both computational thinking and enjoyment play signifcant roles in both self-exploration and digital self-efcacy. Moreover, digital self-efcacy and self-exploration also have a signifcant positive infuence on learning satisfaction. These fndings have implications for infuencing the learning outcomes of non-STEM-major college students, computa‑ tional thinking course instructors, and computational thinking relevant policies.