Although the importance of computational thinking (CT) has been widely recognized, we still poorly understand how to effectively teach this skill. The aim of this study is to investigate whether peer code review (PCR) could affect CT, learning engagement, and learning satisfaction in a blended learning environment. To achieve this, we carried out a randomized control trial study involving 84 first-year undergraduates (second semester) from different majors. There was no difference in CT before this experiment and after the experiment, general CT, specific CT, learning engagement, and satisfaction were measured. An independent sample t test showed that students learning with code peer review showed better performance on computational concepts, computational perspectives, learning engagement, and learning satisfaction (p < .001). Bayesian t test further showed substantial or strong evidence for the improvement of computational concepts, learning engagement, learning satisfaction, and computational perspectives. Moreover, the absolute values of Cohen's effect sizes of computational concept, computational perspectives, emotional engagement, behavior engagement, learning engagement, learning satisfaction were all above 0.4, which is viewed as educationally meaningful. Although there was no difference in the general CT, we still saw evidence of improvement over the course of the experiment. Overall, our findings suggest instructors to use PCR reasonably to further improve CT, learning engagement, and satisfaction in programming courses.

中文翻译：

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在混合学习环境中使用同行代码审查来改进计算思维：一项随机对照试验

尽管计算思维 (CT) 的重要性已得到广泛认可，但我们仍然对如何有效地教授这项技能知之甚少。本研究的目的是调查同行代码审查 (PCR) 是否会影响混合学习环境中的 CT、学习参与度和学习满意度。为此，我们进行了一项随机对照试验研究，涉及来自不同专业的 84 名一年级本科生（第二学期）。本次实验前与实验后CT无差异，测量一般CT、特定CT、学习投入、满意度。独立样本t测试表明，通过代码同行评审学习的学生在计算概念、计算视角、学习参与度和学习满意度方面表现出更好的表现 ( p  < .001)。贝叶斯t测试进一步显示了计算概念、学习参与度、学习满意度和计算视角的改进的实质性或强有力的证据。此外，科恩对计算概念、计算视角、情感投入、行为投入、学习投入、学习满意度的影响大小的绝对值均在0.4以上，被认为具有教育意义。尽管一般 CT 没有差异，但我们仍然看到了在实验过程中有所改善的证据。总体而言，我们的研究结果建议教师合理使用 PCR 来进一步提高编程课程的 CT、学习参与度和满意度。