This study examines metacognition in program comprehension by purposefully inserting errors in a sequence of code tracing and intent problems. Participants were 39 students reasoning about DeMorgan’s Laws from a series of test cases. Student performance suggest a range of faulty attributions and need to further exemplify good and bad practices to develop proper standards for evaluating the products of cognitive processes.
Zhen Wu Computer Science Department, University of Pittsburgh, Amanda Buddemeyer Learning Research & Development Center and School of Computing and Information, University of Pittsburgh, Erin Walker University of Pittsburgh, Angela Stewart Computer Science Department, University of Pittsburgh
Xiaoxue Du MIT Media Lab, Robert Parks Massachusetts Institute of Technology, Selim Tezel Massachusetts Institute of Technology, Jeff Freilich Massachusetts Institute of Technology, Nicole Pang Massachusetts Institute of Technology, Hal Abelson Massachusetts Institute of Technology, Cynthia Breazeal Massachusetts Institute of Technology