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.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: