Creative Task Cards for Reflection, Self-Efficiency and Self-Regulation in CS1 Introductory Programming: Initial Insights
arXiv:2607.27863
The paper introduces creative task cards to help introductory programming students reflect on their learning, boost self‑efficacy, and practice self‑regulation, and reports initial qualitative findings from a classroom trial.
Abstract
Computer Science students in introductory programming courses struggle with emotional challenges such as low levels of sustained interest and a lack of self-belief. However, students are typically introduced to disciplinary strategies (such as debugging strategies) and not the metacognitive nor self-regulation strategies that could help them overcome such emotional challenges. This paper addresses this issue by introducing creative task cards designed to support students' reflection, self-efficacy, and self-regulation in programming assignments. To evaluate the cards, twenty-nine students used them to complete a mock coding assignment in-class and participated in surveys and focus groups. Our initial qualitative insights suggest that students: found value in taking breaks, particularly when they could leave the classroom to reflect with peers; could use drawing to better reflect on feelings of cognitive overload; and felt more capable progressing with their work once breaking it into smaller steps.
In Proceedings of The First Reflection in Creative Experience (RiCE) Workshop (RiCE W1) arXiv:2607.24558