Effects of students using different learning approaches for learning computational thinking and AI applications

• Published in: Education and information technologies Vol. 30; no. 6; pp. 7549 - 7571
• Main Authors: Hsu, Ting-Chia, Chen, Mu-Sheng
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.04.2025; Springer Nature B.V
• Subjects: Academic Achievement; Algorithms; Artificial intelligence; Career Development; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Methods; Educational Strategies; Educational Technology; Experiential learning; Games; Influence of Technology; Information literacy; Information Systems Applications (incl.Internet); Information Technology; Instructional design; Instructional Effectiveness; Language Processing; Learning Activities; Learning Processes; Learning Strategies; Learning Theories; Logical Thinking; Outcomes of Education; Pattern Recognition; Pedagogy; Pretesting; Prior Learning; Problem solving; Self regulation; Teaching methods; User Interfaces and Human Computer Interaction; Teaching/learning strategies; Information literacy; Applications in subject areas; Improving classroom teaching
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-13116-w

This study aimed to compare the effectiveness of the experiential learning cycle (ELC) and self-regulated learning (SRL), both implemented through a game-based approach (AI 2 Robot City board game), in fostering computational thinking (CT) and understanding of artificial intelligence (AI) applications in university level. The sample consisted of 63 first-year students, divided into two groups: 31 students using ELC and 32 students using SRL. The study was conducted over a 12-hour session. The Jansen-Neyman method was utilized to analyze the interaction between pretest scores and instructional design. Results revealed a significant interaction between these instructional approaches and pretest performance, impacting learning outcomes related to logical thinking and AI anxiety. Specifically, SRL demonstrated greater efficacy in improving delayed learning achievement compared to the ELC, highlighting its importance in promoting long-term retention. However, ELC is recommended for students exhibiting higher initial AI anxiety or lower perception of CT.