Effect of active learning using program visualization in technology-constrained college classrooms

Banerjee, Gargi; Murthy, Sahana; Iyer, Sridhar

doi:10.1186/s41039-015-0014-0

Cited by 11 publications

(7 citation statements)

References 30 publications

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“…These taxonomies hypothesized that using a higher level of engagement will improve learning outcome. Even though previous studies measured the effect of engagement level on learning outcomes, their results were not consistent [8]. Furthermore, these taxonomies still lack the description of the relationship between engagement levels and learning outcomes [9].…”

Section: Introductionmentioning

confidence: 86%

Theoretical Underpinnings of Learner Engagement in Software Visualization System: A Systematic Literature Review Protocol

Al-Sakkaf¹,

Omar²,

Ahmad³

2018

IJET

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Having a solid theoretical foundation is essential for designing an effective software visualization (SV) tool. Despite the decades of developing different SV tools, there are still doubts about their effectiveness. Furthermore, learner engagement plays an important role in building a successful SV tool. In programming education, the problem of the high failure rates among students is still unresolved. Therefore, there is a need to understand the theories behind the exciting SV tools from the engagement perspective in order to have a road map for future tool construction. Yet the factors influencing learner engagement in SV tools are still unclear. This study set out to determine how to develop an SV design model to enhance student engagement in an introductory programming course. A systematic literature review (SLR) was used to obtain an overview of the current theoretical foundation used. The search identified a total of 432 papers between 2011 and 2017. This study examined 58 papers selected based on a well-defined selection process. In this paper, the contribution in constructing the protocol for SLR is presented as well as the preliminary results of the study. The researchers were in the process of data extraction phase to address the research questions. The expected outcomes of this review became the identification of a theoretical background used to construct and explain engagement in software visualization. The expected output of this study was a list of the factors that have a positive impact on learner engagement in SV tools.

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Section: Introductionmentioning

confidence: 86%

Theoretical Underpinnings of Learner Engagement in Software Visualization System: A Systematic Literature Review Protocol

Al-Sakkaf¹,

Omar²,

Ahmad³

2018

IJET

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“…ET has historically been one of the most commonly used evaluation frameworks (Banerjee, Murthy, & Iyer, 2015;Velázquez-Iturbide et al, 2017). Even though previous studies measured the effect of engagement level on learning outcomes, their results were not consistent (Banerjee et al, 2015).…”

Section: The Role Of Engagement With Software Visualizationmentioning

confidence: 98%

“…First, Banerjee et al (2015) compared the learning outcome by using program visualization in response to different engagement levels (Naps Taxonomy); namely: "responding" and "viewing". It also showed a significant relationship between cognitive achievement as a dependent variable and the perception of learning when using a higher engagement level (Responding over Viewing) as an independent variable.…”

Section: Cer Theoriesmentioning

confidence: 99%

A systematic literature review of student engagement in software visualization: a theoretical perspective

Al-Sakkaf

Omar

Ahmad

2019

Computer Science Education

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Background and Context: In spite of the decades spent developing software visualization (SV), doubts still remain regarding their effectiveness. Furthermore, student engagement plays an important role in improving SV effectiveness as it is correlated with many positive academic outcomes. It has been shown that the existing SV has failed to engage students effectively. Objective: Therefore, there is a need to understand the theories behind SV design from the engagement perspective to produce a roadmap for future tool construction. The aim of this study was to identify the theories have been used in literature to explain or construct student engagement with SV in computer science courses for novices. Method: We performed a systematic literature review that identified a total of 58 articles published between 2011 and 2017, which were then selected for the study. However, among them, only 18 articles had discussed their theoretical framework. Findings: The results of this study show a richness in the theoretical framework obtained from different disciplines, however, constructivism is still dominant in the computing education research (CER) domain. It is evidently clear from the findings that the theories generated from the CER domain are needed to enhance the effectiveness of SV. Implications: As a result of this review, we suggest several design principles and engagement attributes to be considered while creating an engaging SV.

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“…The experimental group was taught with LDs generated using CuVIS for their chosen topic, visualization and learning objective, while the control group was taught with the LD traditionally used by the instructor. Details of both experiments can be found in Banerjee, Murthy, and Iyer (2015) and Banerjee, Patwardhan, and Murthy (2014).…”

Section: Impact On Student Learningmentioning

confidence: 99%

CuVIS: An interactive tool for instructors to create effective customized learning designs with visualizations

Banerjee

Murthy²

2018

AJET

Self Cite

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Instructors face difficulty in creating student-centred, customized learning designs (LDs) for teaching with information and communication technology (ICT) tools such as visualizations (animations, simulations or videos). This problem is compounded for tertiary-level instructors teaching in instructor-mediated classrooms. In such classrooms, common in many parts of the developing world, students may not have 1:1 access with the visualization and have to interact with it via the instructor. Here, the instructors’ pedagogy becomes an important factor determining effective learning with the visualization. To address this problem, a set of design impediments faced by instructors in this context were first identified. Design guidelines were created to address these impediments. These guidelines evolved into the Customized Visualization Integration System (CuVIS). It is a wizard-like interactive tool that provides guidelines to instructors on how to create effective LDs that incorporate the principles of constructive alignment and meaningful learning with ICT, and is customized to instructors’ requirements. The effectiveness of CuVIS has been tested with instructors along multiple dimensions: usefulness and usability, impact on instructors’ pedagogical practice and impact on student learning when taught with CuVIS-generated LDs.

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Effect of active learning using program visualization in technology-constrained college classrooms

Cited by 11 publications

References 30 publications

Theoretical Underpinnings of Learner Engagement in Software Visualization System: A Systematic Literature Review Protocol

Theoretical Underpinnings of Learner Engagement in Software Visualization System: A Systematic Literature Review Protocol

A systematic literature review of student engagement in software visualization: a theoretical perspective

CuVIS: An interactive tool for instructors to create effective customized learning designs with visualizations

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