A strategy to improve student's motivation levels in programming courses

Martins, Scheila Wesley; Mendes, António José; Figueiredo, António Días de

doi:10.1109/fie.2010.5673366

Cited by 13 publications

(3 citation statements)

References 7 publications

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“…The IACHE survey indicated that the two dimensions, Involvement and Organization, increased from the first year to the second year. The authors interpreted this result as meaning that students had shown a high predisposition to the accomplishment of the course's activities [11].…”

Section: Literature Reviewmentioning

confidence: 97%

Prediction of the change of learners' motivation in programming education for non-computing majors

Tsukamoto

Takemura

Nagumo

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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In the past, the authors had been analyzing motivation of the learners in programming education using the ARCS assessment metric. This metric had been used in the application experiment in 13 programming courses, and about 1,700 sets of data was collected. From these data, the learners' model, characteristics of the change of motivation, and ways of improving teaching materials had been clarified. However, these study results were obtained after the terms, when the programming courses were over, and thus did not contribute much to the ongoing programming education. For this reason, in this research, the methods for predicting the change of learners' motivation were studied so that the learners who may need support could be identified. The idea came from the experiment the authors conducted, in which the motivation of learners was analyzed by plotting the motivation scores of each factor in the ARCS model as a 3D graph. As a result, a decreasing tendency of motivation was observed when the distribution of the plot widened. After studying the tendency in detail, it was thought to be due to the influence of the variance of sub-level category scores. In the proposed method, the motivation of each learner is assessed in each lesson using the ARCS assessment metric. If variance of the motivation scores of a learner in a lesson is above a certain threshold value AND if mean of the scores has not decreased from the previous lesson, then the learner is identified as a candidate of learner who needs support at that lesson. In the application experiment, a programming course with 9 lessons was offered and 9 learners attended all the 9 lessons. In the experiment, 7 cases had been identified as the candidates of learners who need support, and out of those 7 cases, a decrease of motivation to less than average was observed in 5 cases.

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Section: Literature Reviewmentioning

confidence: 97%

Prediction of the change of learners' motivation in programming education for non-computing majors

Tsukamoto

Takemura

Nagumo

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

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“…However, UM [26] also stated that students believe a lecturer's teaching style is vital in order to understand the modules taught, as well as to further encourage them; this is similarly mentioned by Martins, Mendes and Figueredo [27], where the authors also argued that students experienced positive reaction from the course, not because of the topic, but because of the educators themselves, since the students feel inspired to learn because of the teaching style of the educator. Also, the authors [28] from Universiti Teknologi MARA, another public based university and one of the oldest institutions to offer CS programmes in Malaysia, have also found that students do prefer lectures as a primary source to study programming, specifically female students.…”

Section: Overview Of Programming Paradigms and Programming Educatimentioning

confidence: 99%

A preliminary analysis on the shift of programming paradigms

Zuhud

Rahman

Ismail

2013

2013 5th International Conference on Information and Communication Technology for the Muslim World (ICT4M)

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The shift of programming paradigm (PP)s is referred to as the transfer from a prior learnt PP to another new PP. The inability for a programmer to shift to a new PP could cause some potential problems to their programming solutions. In this paper, a preliminary analysis to uncover several research questions and potential problems that impact the shift of PPs was conducted. Since the main programming workforce comes from the institution of higher learning, the institution's current implementation of PP courses will be discussed. In order to get current and professional views on PPs, difficulty of learning a new PP and the importance of PPs in the industry, an online close-ended survey was deployed to a group of experienced computing and computer-related professionals. Since postgraduate (PG) Computer Science (CS) students have substantial experience learning PPs and the CS field in general, several PG CS students were also informally interviewed. The results from the survey, informal interview and cited literature were used to support the development of the research questions. From the survey, many stressed that PPs are essential to understand in order to work in the industry. Also, it has been found from the survey that poor teaching style is the main contributor for the difficulty of learning a new PP.

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“…They used University statistics such as rate of attendance in class or rate of drop out from the institution to prove the effectiveness of their approach. Some researchers also used robots [6], narrative media [7], artwork [8], and media computation [9] for the same reason. Using graphical programming languages such as Scratch can be considered as a mean to raise Confidence and Satisfaction.…”

Section: Introductionmentioning

confidence: 97%

Work in progress: Analysis of the relationship between teaching contents and motivation in programming education

Tsukamoto

Takemura

Nagumo

et al. 2012

2012 Frontiers in Education Conference Proceedings

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In this research the motivational levels of the students in a social welfare department while learning computer programming were analyzed relative to the contents that were taught in each lesson. The introductory programming course was game-based, and Java language was used with Eclipse as the Integrated Development Environment (IDE). The lessons were designed in such a way that as the students finished more and more assignments they were nearing completion of the Tetris game. The motivation levels were measured using a questionnaire based on the ARCS motivation model, which has four factors: Attention, Relevance, Confidence, and Satisfaction. As a result, it was found that the motivation of the students changes according to the lesson content.

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A strategy to improve student's motivation levels in programming courses

Cited by 13 publications

References 7 publications

Prediction of the change of learners' motivation in programming education for non-computing majors

Prediction of the change of learners' motivation in programming education for non-computing majors

A preliminary analysis on the shift of programming paradigms

Work in progress: Analysis of the relationship between teaching contents and motivation in programming education

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