Measuring Computer Science Enthusiasm: A Questionnaire-Based Analysis of Age and Gender Effects on Students' Interest

TL;DR

This study investigates how age and gender influence students' enthusiasm for computer science, revealing developmental patterns and the potential for targeted interventions to re-engage students at different ages.

Contribution

It introduces a questionnaire-based method grounded in POI theory to assess enthusiasm and uncovers age-related interest decline and the effectiveness of short activities in reactivating interest.

Findings

Interest declines during early adolescence, especially among girls.

Older students show larger positive responses to interventions.

Age is more influential than gender in shaping CS interest trajectories.

Abstract

This study offers new insights into students' interest in computer science (CS) education by disentangling the distinct effects of age and gender across a diverse adolescent sample. Grounded in the person-object theory of interest (POI), we conceptualize enthusiasm as a short-term, activating expression of interest that combines positive affect, perceived relevance, and intention to re-engage. Experiencing such enthusiasm can temporarily shift CS attitudes and strengthen future engagement intentions, making it a valuable lens for evaluating brief outreach activities. To capture these dynamics, we developed a theoretically grounded questionnaire for pre-post assessment of the enthusiasm potential of CS interventions. Using data from more than 400 students participating in online CS courses, we examined age- and gender-related patterns in enthusiasm. The findings challenge the prevailing belief that early exposure is the primary pathway to sustained interest in CS. Instead, we identify a marked decline in enthusiasm during early adolescence, particularly among girls, alongside substantial variability in interest trajectories across age groups. Crucially, our analyses reveal that age is a more decisive factor than gender in shaping interest development and uncover key developmental breakpoints. Despite starting with lower baseline attitudes, older students showed the largest positive changes following the intervention, suggesting that well-designed short activities can effectively re-activate interest even at later ages. Overall, the study highlights the need for a dynamic, age-sensitive framework for CS education in which instructional strategies are aligned with developmental trajectories.