Brian R. Belland

Analogical reasoning is considered to be a critical cognitive skill in programming. However, it has been rarely studied in a block-based programming context, especially involving both virtual and physical objects. In this multi-case study, we examined how novice programming learners majoring in early childhood education used analogical reasoning while debugging block code to make a robot perform properly. Screen recordings, scaffolding entries, reflections, and block code were analyzed. The cross-case analysis suggested multimodal objects enabled the novice programming learners to identify and use structural relations. The use of a robot eased the verification process by enabling them to test their analogies immediately after the analogy application. Noticing similar functional analogies led to noticing similarities in the relation between block code as well as between block code and the robot, guiding to locate bugs. Implications and directions for future educational computing research are discussed.

This study indicates the most effective combinations of scaffolding features within computer science and technology education settings. It addresses the research question, “What combinations of scaffolding characteristics, contexts of use, and assessment levels lead to medium and large effect sizes among college‐ and graduate‐level engineering and technology learners?” To do so, studies in which scaffolding led to a medium or large effect size within the context of technology and engineering education were identified within a scaffolding meta‐analysis data set. Next, two‐step cluster analysis in SPSS 24 was used to identify distinct groups of scaffolding attributes tailored to learning computer science at the undergraduate and graduate levels. Input variables included different scaffolding characteristics, the context of use, education level, and effect size. There was an eight‐cluster solution: five clusters were associated with large effect size, two with medium effect size, and one with both medium and large effect size. The three most important predictors were the context in which scaffolding was used, if and how scaffolding is customized over time and the decision rules that govern scaffolding change. Notably, highly effective scaffolding clusters are associated with most levels of each predictor.