一、等组后测单因素实验设计
- Qin, C., et al. (2023) . Scratch versus LEGO robots: Which engages undergraduates more in programming education? Journal of Computer Assisted Learning, 39(3), 935-953. https://doi.org/10.1111/jcal.12778 （在28名大学生中进行实验干预，按奇数和偶数随机分成两组，每组14人。之后进行不同序列的编程教学干预。在为期14周的干预后，进行学习投入和心流体验的测量。同时对28名被试进行3次半结构化的焦点小组访谈。对量化数据分别采用Mann–Whitney U 检验和Wilcoxon signed-rank检验）
- Cheng, G., Zou, D., Xie, H., & Wang, F. L. (2023). Exploring
differences in self-regulated learning strategy use between high-and
low-performing students in introductory programming: An analysis of
eye-tracking and retrospective think-aloud data from program
comprehension. Computers & Education, 104948. https://doi.org/10.1016/j.compedu.2023.104948（使用非参数Mann-Whitney
U检验比较特定兴趣上高、低水平学习者的注视次数和平均注视时间的差异，进而评估这两组学习者在程序理解任务中对各个区域的视觉注意程度。并将学习者的一系列眼动数据通过算法转化为区域视觉转换和趋势扫描路径的可视化图示结果，再将进一步的区域转换模式与学习者的自我调节策略相对应，分析高、低水平的学生在程序理解任务中对自我调节策略使用的差异。）
二、等组前后测单因素实验设计
- Elkomy,M. M.,& Elkhaial,N.H. (2022). The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students'learning in Egypt. Teaching and Teacher Education,109. （将21名幼儿园教师随机分为实验组和对照组，进行专业发展干预，对21名教师在同伴指导和实践共同体的感知方面进行前后测，前测数据没有显著性差异，并用Wilcoxon signed-rank test对实验组分别检验了在同伴指导和实践共同体的感知方面的前后测差异）