[[alternative]]Applying the transparency and systematicity of analogy to the learning of computer science concepts

[[abstract]]Analogy is considered as an effective instruction strategy, but it works only when students perceive the similarities existing in the analog and the target. Gentner suggested that the transparency and systematicity of analogy are two important factors contributing to the effect of analogical learning. This study intends to explore how the transparency and systematicity influence the analogical learning on the computer science concepts—nested loop in BASIC programming. The study is a 2×2 (transparency×systematicity) factorial experimental design. Research subjects are 216 high school female students. The subjects were randomly assigned to four groups i.e. high-transparency and systematicity, high-transparency and non-systematicity, low-transparency and systematicity, and low-transparency and non-systematicity. Four analogical reading materials were developed according to these four dimensions. Subjects were asked to take an achievement test and to fill in a questionnre after reading the analogical material. Conclusions from the experiment results are: (1) the effect of the transparency and systematicity of analogy on students' achievement was not significant, (2) the high-transparency materials helped students perceive more analogical relations than the low-transparency materials, (3) students perceived more high-order analogical relations from the systematicity materials than the non-systematicity materials, and (4) students who perceived more analogical relations or high-order analogical relations had betr achievement than students who perceived less analogical relations or did not perceived high-order analogical relations.