RT info:eu-repo/semantics/article
T1 Measuring Acceptance of Block‑Based Coding Environments
A1 Toma, Radu Bogdan
K1 Block-based coding
K1 Visual coding
K1 Computational thinking
K1 Instrument
K1 Acceptance
K1 Validity and reliability
K1 Enseñanza primaria
K1 Education, Primary
K1 Planificación educativa
K1 Educational planning
AB The development of computational thinking skills is attracting attention worldwide. Theuse of visual or block-based coding in primary schools has gained momentum. Yet, students’acceptance of such coding environments has been neglected in the literature. Thisstudy presents a measurement instrument that will allow pursuing such an endeavor. TheTechnology Acceptance Model was used as a guiding framework. A panel of eight expertsand a purposive sample of 315 elementary school students (Mage = 10.18 years, SD = 1.13)were recruited. Inter-rater agreement between experts (75–100%) confirmed the contentvalidity of the items. Exploratory factor analysis resulted in a three-factor solution of 12items measuring perceived usefulness, perceived ease of use, and attitudes towards visualcoding. Inspection of the correlation matrix provided evidence of convergent and discriminantvalidity. Cronbach’s alpha (.75–.82), McDonald’s omega (.68–.83), and Spearman-Brown’s split-half coefficients (.67–.80) provided evidence of reliability. Overall, findingssupport the validity and reliability of the proposed instrument. Its use can shed light onstudents’ acceptance of different block-based coding environments.
PB Springer
SN 2211-1662
YR 2021
FD 2021-08
LK http://hdl.handle.net/10259/6166
UL http://hdl.handle.net/10259/6166
LA eng
NO Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
DS Repositorio Institucional de la Universidad de Burgos
RD 23-nov-2024