To investigate the impact of an LPLE on first-year high school students' programming ability, motivation, and basic psychological needs satisfaction in a formal educational setting.
Methods:
- Quasi-experimental design with 215 first-year high school students
- Experimental group (106 students) used LPLE while control group (109 students) used conventional methods
- Five-week intervention with two 50-minute sessions per week
- Mixed-methods approach including pre/post-tests, questionnaires, and interviews
- Analysis through ANCOVA, correlation analysis, and thematic analysis of interviews
Key Findings:
- Students using LPLE showed significantly better programming ability scores
- LPLE enhanced autonomous motivation but did not affect controlled motivation
- LPLE effectively supported students' basic psychological needs (autonomy, competence, and relatedness)
- Students with moderate to high autonomous motivation benefited most from LPLE
- Frequency of code compilation and review requests positively correlated with learning outcomes
Implications:
- LPLE can effectively supplement traditional programming education
- Teachers should provide additional support for students with low autonomous motivation
- Integration of LPLE requires consideration of students' varying motivation levels
- Educational institutions should provide professional development for teachers using LPLE
Limitations:
- Reliance on self-reported measures for motivation and psychological needs
- Limited number of interview participants (only 10 students)
- Potential for student dependency on LPLE needs further investigation
- Results may not be generalizable across different educational and cultural contexts
Future Directions:
- Investigate long-term effects of LPLE use on student learning
- Explore potential student dependency issues
- Develop more sophisticated feedback mechanisms
- Research LPLE integration in collaborative learning contexts
- Study LPLE effectiveness across different cultural and educational contexts
Title and Authors: "The impact of a large language model-based programming learning environment on students' motivation and programming ability" by Seongyune Choi and Hyeoncheol Kim
Published On: October 10, 2024
Published By: Education and Information Technologies