You are here:

The Effects of HyperCard Programming on Teacher Education Students' Problem-Solving Ability and Computer Anxiety
ARTICLE

Journal of Research on Computing in Education Volume 29, Number 3, ISSN 0888-6504

Abstract

Describes a study of graduate students that investigated whether a lengthened HyperCard stack treatment could promote problem-solving ability and reduce computer anxiety. The study was based on previous research that compared BASIC programming with HyperCard. Highlights include authoring languages and the effect of different instructional formats versus time spent. (Author/LRW)

Citation

Liu, M. (1997). The Effects of HyperCard Programming on Teacher Education Students' Problem-Solving Ability and Computer Anxiety. Journal of Research on Computing in Education, 29(3), 248. Retrieved December 6, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.