Authors:
Ella Kokinda
1
;
Makayla Moster
1
;
Paige Rodeghero
1
and
D. Boyer
2
Affiliations:
1
School of Computing, Clemson University, Clemson, SC, U.S.A.
;
2
Department of Engineering & Science Education, Clemson University, Clemson, SC, U.S.A.
Keyword(s):
Informal Learning, Neurodiversity, Self-Efficacy, Coding Camp.
Abstract:
We explore how using Scratch in a three-week game programming camp impacts students’ interests, motivation, and perceived self-efficacy in programming. In this study of high school students, we use pre- and post-camp surveys to measure interest in STEM and perceived self-efficacy. Additionally, we use a pre- and post-skills assessment test to understand how informal learning affects campers’ abilities. We found that when analyzed as a group, self-efficacy and motivation did not statistically change for the campers. However, individually, campers trended towards increased self-efficacy and motivation in their skills. Our work extends current research regarding informal learning opportunities for neurodiverse individuals and situates the effectiveness of informal learning for programming and STEM motivation and interest.