Toward improving student motivation and performance in introductory programming learning by Scratch: The role of achievement emotions

Abstract

This study investigated the differences in programming novices’ intrinsic motivation and performance within a Scratch-based programming learning environment using a pretest–posttest intervention design. Specifically, this study aimed to examine what and how achievement emotions were aroused to impact learners’ academic success during Scratch implementation processes by employing regression analyses. One hundred and seventy-two undergraduates (Mage = 20.44, SDage = 1.09, 55.8% female) were voluntarily recruited to participate in a Scratch-based instruction workshop during a 6-week period. The workshop was structured with regard to preparation, Scratch-based programming learning and projects, and assessment activities and questionnaire implemented both before the instructional period and after the workshop. The results suggested that the Scratch-based intervention significantly increased students’ overall motivation and examination performance. Concerning achievement emotions, the outcome emotion of hopelessness first negatively predicted students’ motivation and performance. Anxiety then replaced hopelessness as a negative predictor, while enjoyment was the strongest predictor of motives and performance. Taking eight emotions together, the arousal of activity and outcome emotions within visual programming environments facilitated students’ emotion dynamics that impacted motivation and performance. The discussion and contributions concerning the mechanism behind the effectiveness of visualization and the emotion-performance relationship are presented herein.