Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning: An Innovative Approach to Enhance Learning Outcomes in Introductory Programming

Abstract

Background: Conventional reflective learning methodologies in programming education often lack structured guidance and individualised feedback, limiting their pedagogical effectiveness. Whilst computational thinking (CT) offers a systematic problem-solving framework with decomposition, pattern recognition, abstraction, and algorithm design, its potential application as a diagnostic instrument for reflection remains insufficiently explored within programming education. Objectives: This study aims to develop and evaluate a CT-based diagnostic reflective report system as a technological intervention to facilitate structured reflective learning in programming education. Furthermore, it investigates the impact of this system on knowledge construction, higher-order thinking skills (HOTS), and project performance within an introductory Python programming course. Methods: The study employed a quasi-experimental design spanning two academic semesters, involving 82 undergraduate students randomly assigned to experimental (n = 42) and control (n = 40) groups. The experimental group utilised weekly CT-based diagnostic reflective reports, whilst the control group engaged in traditional reflective practises. The curriculum integrated Python programming with Raspberry Pi embedded systems. Assessment measures included pre- and post-tests for knowledge construction, a validated questionnaire for HOTS evaluation, and the Creative Product Analysis Matrix (CPAM) for project performance assessment. Results and Conclusions: Implementation of the CT-based diagnostic reflective report system demonstrated statistically significant improvements in knowledge construction, critical thinking, and problem-solving skills compared to traditional approaches. Project performance metrics, including valuable, logical, useful, understandable, and well-crafted, showed marked enhancement. However, no significant impact was observed regarding creativity. These findings substantiate the efficacy of integrating CT diagnostic mechanisms with reflective learning practises. © 2025 John Wiley & Sons Ltd.

Keywords

Author Keywords

Knowledge construction Higher-order thinking skills Reflective learning computational thinking diagnostic mechanism introductory programming project performance

Index Keywords

Author Affiliations

Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliou, Yunlin, Taiwan

Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan

Funding & Acknowledgements

National Science and Technology Council, NSTC

Funding text 1: Funding: This work was supported by the National Science and Technology Council (NSTC) of the Republic of China, under Contract numbers NSTC 112-2410-H-006-053-MY3, 113-2410-H-224-036-MY3. We sincerely appreciate the research assistants and students who contributed to this study. During the preparation of this work the author(s) used ChatGPT in order to enhance the grammar and overall readability of the manuscript for an international audience. After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the published article.; Funding text 2: This work was supported by the National Science and Technology Council (NSTC) of the Republic of China, under Contract numbers NSTC 112\u20102410\u2010H\u2010006\u2010053\u2010MY3, 113\u20102410\u2010H\u2010224\u2010036\u2010MY3. Funding:

National Science and Technology Council, NSTC

Grant: NSTC 112‐2410‐H‐006‐053‐MY3, 113‐2410‐H‐224‐036‐MY3

Funding text 1: Funding: This work was supported by the National Science and Technology Council (NSTC) of the Republic of China, under Contract numbers NSTC 112-2410-H-006-053-MY3, 113-2410-H-224-036-MY3. We sincerely appreciate the research assistants and students who contributed to this study. During the preparation of this work the author(s) used ChatGPT in order to enhance the grammar and overall readability of the manuscript for an international audience. After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the published article.; Funding text 2: This work was supported by the National Science and Technology Council (NSTC) of the Republic of China, under Contract numbers NSTC 112\u20102410\u2010H\u2010006\u2010053\u2010MY3, 113\u20102410\u2010H\u2010224\u2010036\u2010MY3. Funding:

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Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning: An Innovative Approach to Enhance Learning Outcomes in Introductory Programming

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