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Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions.

Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi-experimental study was conducted in a junior high school over a 10-week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth-grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context.

Collaborative programming helps improve students' computational thinking and increases their confidence in solving programming problems. However, the effect of collaborative learning is not ideal because it is difficult for students to mobilize metacognition to regulate learning spontaneously. To guide students to effectively regulate the learning process when they collaborate to solve programming problems, this study develops a collaborative learning approach and a Collaborative programming System (MR‐CPS) based on metacognitive regulation to support students' collaborative programming learning. A quasi‐experimental study was conducted in a junior high school programming course in Taiwan to assess the effects on students. The impacts of MR‐CPS from both individual and collaborative perspectives were investigated. Students' learning achievement and computational thinking tendencies were examined from an individual perspective. From a collaborative perspective, group self‐efficacy and group metacognition were investigated. Participants were divided into MR‐CPS (n = 115) and No‐MR‐CPS (n = 107). The MR‐CPS group used the collaborative programming approach with metacognitive regulation mechanisms as the experimental group. In contrast, the No‐MR‐CPS group used the collaborative programming approach without metacognitive regulation mechanisms as the control group. The results show that the MR‐CPS group statistically significantly outperformed the No‐MR‐CPS group in learning achievements. It was also found that the MR‐CPS group had statistically significantly better computational thinking tendency, collective efficacy and metacognitive planning and evaluation skills than the No‐MR‐CPS group. This finding suggests that the MR‐CPS has the potential to improve students' learning achievements, computational thinking tendency, group metacognition and collective efficacy. The study results have implications for the design of collaborative programming systems consistent with metacognitive regulation. [ABSTRACT FROM AUTHOR]

The CAN technical specifications and OSI reference model were introduced, and an application layer protocol of CAN network was established for electric vehicle considering five aspects including determination of communication contents, identifier assignment, message encoding, message scheduling strategies and data format define. Practical application result showed that CAN bus communication system adopting the protocol has high reliability and the communication load rate is less than 30%, which ensures timely detection and treatment of emergency messages.