Computational Thinking Development: Validating an Instrument for Self-regulated Learning Using Animation

Abstract

Animation is a useful tool for supporting students’ self-regulated learning (SRL). We present the validation of an instrument for assessing students’ SRL using animations during their computational thinking (CT) development. The participants were 442 junior secondary students who took part in an initiative using block-based programming for CT development. Animations were created for each curriculum unit, and the students could use these animations to monitor their own learning. Following the SRL literature, we identified four theoretical SRL sub-constructs: goal setting, performance monitoring, time management, and self-reflection. The items were adapted from existing instruments for use in assessing students’ SRL using animations. Confirmatory factor analysis showed that the four-factor model fitted the data well. This result indicated a better fit than a three-factor model based on a three-phase theoretical model for SRL. The four-factor model also indicated invariance across genders. The results provide evidence for the validity of the instrument; therefore, it can be used to assess students’ improvements based on their SRL using animations.