ResearchPod Summary
Introductory computer science (CS1) students frequently face emotional hurdles, such as low self-efficacy and a lack of persistence, which can create negative feedback loops during learning. While traditional curricula focus heavily on technical debugging, they often neglect the metacognitive and self-regulation strategies necessary to navigate these emotional states. To address this, the authors developed a set of creative task cards designed to prompt reflection, self-regulation, and emotional awareness during programming assignments.
The researchers designed twenty-one cards categorized into three themes:
In a study of 29 students, the researchers found that the cards successfully facilitated emotional regulation. Students reported that taking structured breaks—especially those involving physical movement or peer discussion—helped them return to their work with renewed focus. Furthermore, creative tasks like drawing helped students externalize feelings of cognitive overload, while structured prompts encouraged them to decompose large, intimidating coding problems into smaller, more manageable steps.
However, the study also revealed a tension between playfulness and professional identity. Some students, particularly those with stronger existing programming skills, felt that certain "weird" or playful tasks were distracting or disconnected from the serious mindset required for coding. These students preferred more conventional self-regulation strategies, such as simple breaks, over the more creative or abstract exercises.
This research suggests that integrating metacognitive support into CS1 classrooms can help students build resilience. By providing tangible tools for reflection, instructors can help students normalize their struggles and develop the self-regulation skills needed to persist through the frustration common in early programming education.
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