Exploring college students’ conceptions of learning computer science: a draw-a-picture technique study

Abstract

ABSTRACT Background and context Researchers have been looking into the complexity of computer science (CS) education and tried to apply rigorous and relevant educational research methods to understand and facilitate the learning experience of students. Objective The purpose of this study was to explore college students’ conceptions of learning CS to shed light on student learning activities, feelings, contexts, and beliefs about their learning. Method Draw-a-picture technique was used as an emerging research technique in CS education. Using a modified coding checklist, we analyzed the drawings into 9 categories with 50 sub-categories. Findings College students most frequently expressed computer programming as the learning activity by illustrating syntax and semantics of programming languages in the drawings. Problem-solving constructs like decomposition and abstraction were also recorded along with other tools like diagramming techniques. Gender and prior computer science experience were analyzed as moderators. Implications The results provide a baseline for future research on the topic and preliminary evidence in using the method to discern student learning conceptions in CS.