Computational thinking training with technology for non-information undergraduates

Abstract

Technology not only allows us to (co-)create, collect, store, and use knowledge and information, but it also enables us to connect with people and resources all over the world, to collaborate in the creation of knowledge, and to distribute and benefit from knowledge products. In this study, two visual and interactive pedagogies in information technology are used to train non-technical students and evaluate the performance and feedback of students in a programming course in the Department of Beauty Science. Computational thinking was integrated into the design and application of the programming subject. At the end of the semester, data were collected from 40 sophomore students in the Department of Beauty Science who answered the technology acceptance model (TAM) questionnaire and Learning Satisfactory Questionnaire after the training. An analysis was conducted using basic statistical and correlation methods, and the items demonstrated good reliability for Scratch and Tableau. The mean of 14 items in the TAM questionnaire was above 3.5 for Scratch, and that of four items was lower than 3.5 for Tableau. The mean of all the items was above 4.40 for the Learning Satisfactory Questionnaire. In the correlation analysis, the variables of perceived usefulness and perceived ease of use were positively related to the attitude and behavior in Scratch and Tableau. The use of visual and interactive programming pedagogies enhanced the interest of novice and non-technical students in learning technology. The learners were satisfied with the interactive pedagogies on computational and spatial intelligence.