Do Behavioral Factors Influence the Extent to which Students Engage with Formative Practice Opportunities?

With the increasing interest and enrollment in programming courses, educators must discover innovative and inclusive teaching methods to effectively cater to diverse learner needs and varying levels of prior knowledge. Introductory programming courses (CS1) can prove arduous for novices and insufficiently stimulating for those with experience, creating an educational dilemma. Striking a balance between students' expectations and engagement becomes challenging for educators, especially given the expanding pre-higher education CS exposure.