An Analysis of a Media-Based Approach to Teach Programming to Middle School Students

Araujo, Luis Gustavo J.; Bittencourt, Roberto A.; Santos, David Moises Barreto dos

doi:10.1145/3159450.3159526

Cited by 41 publications

(6 citation statements)

References 6 publications

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“…DER are developed in accordance with the spiral approach [37][38][39] which proposes scaffolding and repeating content at increasingly complex levels. In addition, each DER includes the video-clips demonstrating mobile application development step-bystep from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet.…”

Section: Fig 1 Examples Of the Interactive Tasksmentioning

confidence: 99%

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Nurbekova

Grinshkun

Aimicheva

et al. 2020

Int. J. Emerg. Technol. Learn.

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This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

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Section: Fig 1 Examples Of the Interactive Tasksmentioning

confidence: 99%

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Nurbekova

Grinshkun

Aimicheva

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…In the case of applying to instruction, an environment of relevance needs to be provided to give the students a clear reason and interest to engage in activities. Moreover, it is necessary to show the learners that the subject which is taught will have certain applications in their future lives (Araujo et al, 2018). Actually, relevance speaks to providing students with a rationale linking to previous experience and giving students choice (Thurston, 2018).…”

Section: Gamification Assessment With Arcs Modelmentioning

confidence: 99%

“…Actually, confidence has direct associations with control and with a prospect of success. If students have confidence, they somehow feel in control of something which gives them a feeling of security regarding their objectives (Araujo et al, 2018). And finally, feedback factors that guarantee success with the rewards for Satisfaction .…”

Section: Gamification Assessment With Arcs Modelmentioning

confidence: 99%

Motivational learning in the progression of colourful animated graphics

Seyedrazi¹,

Shokoohyar

Ghomi³

2022

IJIL

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User interface is the point of interaction between the user and the websites. In learning websites, most of the students are required to know how to interact with the websites' interface. The UI designer could increase students' motivation by designing user-friendly and attractive learning websites. Gamification is a well-known method in designing attractive UI, which can also influence people's behaviour. One of the best models in Gamification for assessment of the learning strength is ARCS model. However, despite many studies about the UI design, there has been little research on the perspectives of both UI design and attractive learning by using the Gamification method. This paper is among the first researches in which UI and ARCS motivational model have been studied simultaneously in the context of learning mathematics. It was also aimed to compare the effect of graphical learning websites on the student's increase in learning abilities.

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“…Por su parte, González et al (2018) diseñaron y ejecutaron estrategias para la enseñanza del lenguaje C++ a través del fomento de habilidades como el pensamiento sistemático y la abstracción; en esta investigación los estudiantes recibían una parte de la clase con los conceptos básicos de programación y el resto se dedicaba a explorar y trabajar en solucionar situaciones propuestas por los instructores, quienes hacían sesiones de retroalimentación con programación entre pares cuando les era solicitado. Por otra parte, en una de las experiencias revisadas se usó Screen Turtle (Araujo et al, 2018), un ambiente de aprendizaje inspirado en el trabajo de Seymour Papert para introducir a los estudiantes en la programación a través de la creación de figuras geométricas con comandos simples y conceptos de programación como bucles, funciones, estructuras y parámetros; los resultados de este estudio muestran que este tipo de programación con comandos simples tuvo un impacto positivo en la motivación de los estudiantes.…”

Section: Integración Del Pc a Través De La Solución De Problemas Computacionales En Lenguajes De Programaciónunclassified

Integración del Pensamiento Computacional en la educación primaria y secundaria en Latinoamérica: una revisión sistemática de literatura

Quiroz-Vallejo

Carmona-Mesa

Castrillón-Yepes

et al. 2021

Red

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El Pensamiento Computacional (PC) se ha consolidado como una línea de investigación internacional, sin embargo, en Latinoamérica son limitados los estudios que examinan su desarrollo e integración en la educación primaria y secundaria. El objetivo de este estudio fue analizar la integración del PC en la educación primaria y secundaria en Latinoamérica, a partir de una revisión sistemática de literatura de los estudios publicados entre 2006 y 2020. Los resultados se agruparon en dos categorías principales: las conceptualizaciones del PC y las estrategias usadas para la integración del PC. Se encontró que las conceptualizaciones se dividen en dos grupos: unas ligadas a las ciencias de la computación y otras en las que se entiende el PC como un recurso metodológico. Frente a las estrategias, se encontró que las más usadas en la región son la robótica educativa y la programación en lenguajes con bloques.

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An Analysis of a Media-Based Approach to Teach Programming to Middle School Students

Cited by 41 publications

References 6 publications

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Motivational learning in the progression of colourful animated graphics

Integración del Pensamiento Computacional en la educación primaria y secundaria en Latinoamérica: una revisión sistemática de literatura

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