Design and Development of Computational Thinking-Based Laboratory Worksheet for Text-Based Programming

Abstract

Programming is an essential skill in 21st-century education, yet students often experience difficulties in learning text-based programming, which are closely associated with limited computational thinking (CT) skills. To address this issue, this study adopts a design development research approach to develop laboratory worksheets for teaching text-based programming guided by the Learning Model of Computational Thinking and the Programming in Seven Steps (PSS) framework. The worksheets were designed to provide a structured and scaffolded learning experience that supports the development of CT skills. The usability and user experience of the developed worksheets were evaluated using the User Experience Questionnaire (UEQ) involving n = 28 students. The UEQ measures six dimensions: attractiveness, clarity, efficiency, dependability, stimulation, and novelty. The findings indicate that students reported a highly positive user experience across all dimensions. Overall, the results suggest that well-designed CT-based laboratory worksheets can enhance usability and promote a more engaging learning experience in text-based programming. These findings contribute to the development of effective instructional materials that support computational thinking in programming education.