ABSTRACT Background and Context: EarSketch was developed as a program to foster persistence in computer science with diverse student populations. Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students. Method: Meta-analyses, structural equation modeling, multi-level modeling, and qualitative analyses were performed to examine how participation in EarSketch and other factors affect students’ intentions to persist in computing. Findings: Students significantly increased their intentions to persist in computing, g = .40[.25,54], but examination within just the five quasi-experimental studies did not result in a significant difference for students in EarSketch compared to students not in EarSketch, g = .08[−.07, .23]. Student attitudes towards computing and the perceived authenticity of the EarSketch environment significantly predicted intentions to persist in computing. Implications: Participation in computer science education can increase students’ intentions to persist in programming, and EarSketch is one such program that can aid in these intentions.

中文翻译：

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促进坚持计算的意图：对EarSketch计划六年的审查

摘要 背景和背景：EarSketch 是作为一个程序开发的，旨在培养不同学生群体对计算机科学的坚持。目标：测试 EarSketch 在促进坚持意愿方面的有效性，特别是在女学生和代表性不足的少数民族学生中。方法：通过元分析、结构方程建模、多层次建模和定性分析，研究参与 EarSketch 和其他因素如何影响学生坚持计算的意愿。发现：学生对坚持计算的意愿显着增加，g = .40[.25,54]，但仅在五项准实验研究中的考试并没有导致使用 EarSketch 的学生与未使用 EarSketch 的学生有显着差异, g = .08[−.07, .23]。学生对计算的态度和对 EarSketch 环境真实性的感知显着预测了坚持计算的意图。启示：参与计算机科学教育可以增加学生坚持编程的意愿，EarSketch 就是这样一个可以帮助实现这些意图的程序。