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Introduction
In the rapid development of the digital society, computational thinking has become an important component of human thinking(Tikva & Tambouris, 2021). Csizmadia proposes that all students should learn computational thinking (Csizmadia et al. 2015), regardless of discipline and age, if students have computational thinking skills, they will be able to utilize their creativity to solve problems and positively face the challenges brought by the society. Computational programming education has received much attention from scholars at both domestic and international level as a mainstream way to improve computational thinking. Scholars generally believe that one of the most effective ways to cultivate and develop students’ computational thinking process skills is through computational programming education (Belmar 2022). Scholars pointed out that programming education has returned to primary and middle schools in recent years, computational thinking has become an important guiding principle in curriculum construction, and programming education has increasingly become an important way to develop students’ problem-solving ability, creativity, and computational thinking (Tikva and Tambouris 2021). However, for novice programming, especially those who are exposed to text-based programming languages for the first time, they face many challenges (Louca and Zacharia 2008), such as unfamiliarity with syntax and structure, difficulty in organizing logic and algorithms, and difficulty in finding relevant resources and documentation. All these problems affect students’ programming self-efficacy and cognitive load, which in turn affects students’ learning effectiveness(Yildiz Durak 2018).
Collaborative Programming is an effective strategy in programming education to increase students’ self-efficacy and computational thinking skills (Denner et al. 2014). However, the conventional collaborative programming teaching model often faces some difficulties in the implementation of the classroom (Strom and Strom 2002; Zheng and Zheng 2021), such as the common shortcomings and difficulties in the programming ability of the group members, which hinders the collaborative programming process and makes it difficult to achieve good results (Xinogalos et al. 2017). In addition, middle school students need to face the conversion from graphical programming to text-based programming, and the process of transitioning from figurative to abstract programming leads to a great challenge to students’ self-efficacy (Mladenović et al. 2018).
In recent years, Artificial Intelligence Generated Content (AIGC) has attracted attention from many fields outside the computer science community, and large language models (LLMs) such as ChatGPT developed by...