Abstract
Increasing emphasis is being placed on strengthening personal ability for computer programming. However, students have different levels of readiness and consciousness to learn programming. When promoting computer education, it is imperative that the curriculum be designed, considering students’ backgrounds and awareness of computer programming. This study examines the relationships between Japanese university students’ interest in computer programming, logical thinking, and IT literacy. A questionnaire study with 118 Japanese university students suggests the following findings on the students in humanities.(1) More than 60% of the liberal arts students are interested in computer programming, which is more students than we expected; (2) it is important for students in humanities to focus on designing a program that motivates them; (3) their computer software experiences may slightly influence interest in computer programming. Although further investigations are needed, the preliminary indicators from this study suggest that the curriculum flow, in which general information literacy classes are introduced before computer programming classes, is expected to reduce liberal arts students’ psychological resistance to programming and promote their readiness and consciousness toward it. Furthermore, we hope to investigate the relationships between students’ interest in computer programming and their future career plans by targeting the students in humanities.
Author Information
Harumi Kashiwagi, Kobe University, Japan
Min Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, Japan
Paper Information
Conference: ACE2021
Stream: Higher education
This paper is part of the ACE2021 Conference Proceedings (View)
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To cite this article:
Kashiwagi H., Kang M., & Ohtsuki K. (2022) Relationships between Japanese University Students’ Interest in Computer Programming, Their Logical Thinking, and IT Literacy ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings (pp. 511-521) https://doi.org/10.22492/issn.2186-5892.2022.40
To link to this article: https://doi.org/10.22492/issn.2186-5892.2022.40
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