Integrating perceived playfulness into expectation-confirmation model for web portal context
Information and Management
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Proceedings of the 40th ACM technical symposium on Computer science education
Bridging ICT and CS: educational standards for computer science in lower secondary education
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Quantitative Data Analysis with SPSS
Quantitative Data Analysis with SPSS
Learners' acceptance of e-learning in South Korea: Theories and results
Computers & Education
Outreach programs to promote computer science and ict to high school and middle school students
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Students' perceptions of the differences between formal and informal learning
Proceedings of the seventh international workshop on Computing education research
Computer science/informatics in secondary education
Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports
Is self-efficacy in programming decreasing with the level of programming skills?
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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The curricula for Computer Science Education (CSE) of many countries comprise both Programming and Information and Communication Technology (ICT); however these two areas have substantial differences, inter alia the attitudes and beliefs of the students regarding the intended learning content. In this study, variables from the Unified Theory of Acceptance and Use of Technology and Social Cognitive Theory were chosen as important factors in students' behavior and attitude towards CSE. This hybrid framework aims to measure the level of the selected key variables on CSE and identify potential differences among ICT and Programming courses. Responses from the total of 126 Greek students, (71 attending ICT courses and 55 attending Programming Courses) were used to measure the variables and to identify the differences between ICT and Programming students. The results revealed several differences in the measured variables. The overall outcomes are expected to contribute to the understanding of students' likelihood to pursue computing related careers and promote the acceptance of CSE.