Creative Task Cards for Reflection, Self-Efficiency and Self-Regulation in CS1 Introductory Programming: Initial Insights
TL;DR
Initial qualitative insights suggest that students found value in taking breaks, particularly when they could leave the classroom to reflect with peers; could use drawing to better reflect on feelings of cognitive overload; and felt more capable progressing with their work once breaking it into smaller steps.
Abstract
Computer Science students in introductory programming courses struggle with emotional challenges such as low levels of sustained interest and a lack of self-belief. However, students are typically introduced to disciplinary strategies (such as debugging strategies) and not the metacognitive nor self-regulation strategies that could help them overcome such emotional challenges. This paper addresses this issue by introducing creative task cards designed to support students'reflection, self-efficacy, and self-regulation in programming assignments. To evaluate the cards, twenty-nine students used them to complete a mock coding assignment in-class and participated in surveys and focus groups. Our initial qualitative insights suggest that students: found value in taking breaks, particularly when they could leave the classroom to reflect with peers; could use drawing to better reflect on feelings of cognitive overload; and felt more capable progressing with their work once breaking it into smaller steps.