Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension-Reference-Cited by-同舟云学术

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Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

Published:2024-01 Issue: Volume:208 Page:104948
ISSN:0360-1315
Container-title:Computers & Education
language:en
Short-container-title:Computers & Education

Author:

Cheng Gary^ORCID,Zou Di^ORCID,Xie Haoran^ORCID,Wang Fu Lee^ORCID

Publisher

Elsevier BV

Subject

Education,General Computer Science

Reference77 articles.

1. The contribution of cognitive and metacognitive strategy use to students' science achievement;Akyol;Educational Research and Evaluation,2010

2. Identification of student self-regulated learning struggles in programming assignments. Proceedings of the 52nd ACM technical symposium on computer science education;Arakawa,2021

3. An eye-tracking methodology for characterizing program comprehension processes;Bednarik,2006

4. Temporal eye-tracking data: Evolution of debugging strategies with multiple representations;Bednarik,2008

5. Novice programming strategies;Begum,2018

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