Affective domain studies of K-12 computing education: a systematic review from a perspective on affective objectives

Abstract

Interests in the affective domain of K-12 computing education (CE) are increasing. Affective factors play a big role in understanding students and their achievements. We can clarify the characteristics and hierarchy of affective factors as affective objectives with a perspective on educational objectives. This systematic review analyzes studies of affective factors in K-12 CE with a perspective on affective objectives. Using a keyword search and inclusion–exclusion criteria, 34 articles were retrieved. Findings show that annual publications are gradually increasing, particularly since 2008. For research purposes, studies for evaluation of inputs and outcomes and designing of teaching methods and educational systems were very common. From the perspective of affective objectives, the tendencies of the articles were analyzed by categorizing Krathwohl's classification into two types (affective activity and cognitive judge activities). Characteristics of each article were evaluated by analyzing the affective objective type, main affective factor type, and research purpose elements. We discussed three things as a result of this review: (1) the amount of research in the affective domain in K-12 CE; (2) study directions from the perspective of affective objectives; and (3) considerations for subject applications. We proposed developing an affective taxonomy suitable for CE as a future work. This review provides a new approach to comprehending the affective domain in K-12 CE and derives trends and implications from the retrieved studies. The findings can be useful information to educators and researchers seeking a variety of educational practices and new viewpoints in K-12 CE.