Author(s):
Need: Introductory computer science courses often encounter a significant barrier due to students’ lack of self-efficacy, which can adversely affect their academic performance. Addressing this challenge is crucial for enabling students to engage more effectively with complex material and develop necessary skills. Our project, through the development of an online platform called PULSE (Productive strUggle for deveLoping Self Efficacy), aims to bolster self-efficacy and support students in overcoming the difficulties typically associated with learning programming.
Guiding Question: This project is driven by the need to understand how self-efficacy among students in introductory computer science courses can be enhanced. The guiding questions include: How can productive struggles be facilitated through an online platform?
What role do predictive analytics and feedback mechanisms play in transforming these struggles into learning opportunities?
How can peer insights and shared challenges improve learning outcomes?
Outcomes: The PULSE platform has been designed to facilitate productive struggles by offering a variety of support mechanisms, including proactive notifications for instructors and insights into common student errors. Initial evaluations suggest that these features enable timely instructor interventions and help transform student struggles into valuable learning experiences. The platform also provides predictive performance scores that assist in identifying and addressing areas where students are likely to struggle.
Broader Impacts: By enhancing self-efficacy, PULSE improves academic outcomes for computer science students and contributes to a more supportive learning environment. The insights gained from the collective struggles and the shared learning experiences foster a sense of community among students, encouraging them to engage more openly in discussions and problem-solving. This approach can reshape pedagogical strategies in computer science education, making it more inclusive and effective.
Coauthors
Mahmud Shahriar Hossain, University of Texas at El Paso, Texas; Monika Akbar, University of Texas at El Paso, Texas; Justice Walker, University of Texas at El Paso, Texas; Moqsadur Rahman, University of Texas at El Paso, Texas
