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    Programming Self-Efficacy in Higher Education Research: A Systematic Literature Review
    (2023-12-29)
    Kantathanawat, Thiyaporn
    ;
    Chinchua, Siwalai
    ;
    Tuntiwongwanich, Somkiat
    The goal of the systematic literature review (SLR) was to provide an overview of the concepts and factors associated with programming self-efficacy (PSE) from 2017 to 2021 in Scopus (215) and the Web of Science (310) academic indexes. From the initial 525 articles identified, 405 were left after duplication identification. Using further criteria such as article years must be between 2017 and 2021 in English, and through a peer-review process, 60 remained. These 60 papers were then analyzed using a set of questionnaires, from which 36 articles were excluded. Finally, 24 articles were selected for further analysis and to answer the study’s research questions. Results revealed that student success in information communication technology (ICT) and computer programming courses was from making the learners aware of their programming abilities. Therefore, higher education (HE) institutions should be encouraged to review learners’ abilities in programming and their related perceptions. Finally, institutions should create a relevant learning strategy using tools appropriate for improving education quality.
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    Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model
    (2022-08-21)
    Chinchua, Siwalai
    ;
    Kantathanawat, Thiyaporn
    ;
    Tuntiwongwanich, Somkiat
    The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.