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Full-Text Articles in Engineering Education
Using Chatgpt With Novice Arduino Programmers: Effects On Performance, Interest, Self-Efficacy, And Programming Ability, Donald M. Johnson, Will Doss, Christopher M. Estepp
Using Chatgpt With Novice Arduino Programmers: Effects On Performance, Interest, Self-Efficacy, And Programming Ability, Donald M. Johnson, Will Doss, Christopher M. Estepp
Journal of Research in Technical Careers
A posttest-only control group experimental design compared novice Arduino programmers who developed their own programs (self-programming group, n =17) with novice Arduino programmers who used ChatGPT 3.5 to write their programs (ChatGPT-programming group, n = 16) on the dependent variables of programming scores, interest in Arduino programming, Arduino programming self-efficacy, Arduino programming posttest scores, and types of programming errors. Students were undergraduates in an introductory agricultural systems technology course in Fall 2023. The results indicated no significant (p < .10) differences between groups for programming rubric scores (p = .50) or interest in Arduino programming (p = .50). There were significant differences for Arduino programming self-efficacy, (p = .03, Cohen’s d = 0.75) and Arduino posttest scores, (p = .03, Cohen’s d = 0.76); students in the self-programming group scored significantly higher on both measures. Analysis of students’ errors indicated the ChatGPT group made significantly (p < .01) more program punctuation errors. These results indicated novice students writing their own programs developed greater Arduino programming self-efficacy and programming ability than novice students using ChatGPT. Nevertheless, ChatGPT may still play an important role in assisting novices to write microcontroller programs.
Student Use Of Anchors And Metacognitive Strategies In Reflection, Anu Singh, Heidi A. Diefes-Dux
Student Use Of Anchors And Metacognitive Strategies In Reflection, Anu Singh, Heidi A. Diefes-Dux
Department of Biological Systems Engineering: Papers and Publications
Context: Self-regulation, a skillset involving taking charge of one’s own learning processes, is crucial for workplace success. Learners develop self-regulation skills through reflection where they recognize weaknesses and strengths by employing metacognitive strategies: planning, monitoring, and evaluating. Use of anchors assists learners’ engagement in reflection. Purpose or Goal: The purpose of this work was to gain insight into students’ use of anchors when reflecting on their learning. The two research questions: (1) To what extent do students link their self-evaluation and learning objective (LO) self-ratings to their reflections? and (2) What dimensions and level of metacognitive strategies do students use …