This study aimed to investigate pre-service teachers’ perceptions of coding, including their acceptance of coding and their experiences of using a block-based tool to code. With a focus on acceptance and affective factors, we examined the influence of proposed factors on pre-service teachers’ intention to adopt coding, as well as the relationships of acceptance factors. Participants were pre-service teachers from a university in the northeastern United States. Data were collected using an online survey. Both quantitative and qualitative approaches were performed to analyze the data. The results indicated that pre-service teachers’ affective experiences significantly influenced their intention to code. Pre-service teachers’ perceived ease of use and usefulness significantly predicted their intention to code. Gender and coding skills played an important role in pre-service teachers’ intentions for coding adoption. Overall, pre-service teachers’ experiences with the coding activity were positive, leading to more positive changes in their perceptions of coding than negative changes.
Kuo et al. (Tue,) studied this question.