Learning Effectiveness of Computational Thinking in a Simple Classification Task While Using a Yes/No Chart Learning System Compared to Using a Visual Programming Learning System

抄録

This study examines the learning effectiveness of computational thinking (CT) in a simple classification task while using a yes/no chart learning system compared to using a visual programming learning system. Several investigations have already reported that both visual programming as well as classification tasks can be useful in fostering CT. However, while visual programming is thought to be difficult for beginners because of its complex nested structure, yes/no charts, which visualize the yes and no states, enable students to learn the classification tasks and to understand their structure immediately. This means that even if the learning content is the same, there may be a difference in the learning effect due to their appearance being different. Thus, we have hypothesized that the learning effectiveness of a yes/no chart would be higher than or equal to that of visual programming. We developed a yes/no chart system and a visual programming learning system, and implemented the same classification task in both the systems. The results showed the learning effects of the two systems to be roughly equivalent, supporting the hypothesis in general.