Effect of Medium of Instruction on Programming Ability Acquired through Screencast

Pal, Yogendra; Iyer, Sridhar

doi:10.1109/latice.2015.38

Cited by 18 publications

(7 citation statements)

References 7 publications

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“…Within a screencast environment, in a previous experiment [24], we found that the difference between HHs and EEs was not statistically significant, while the difference between HHs and HEs was significant. Thus, in both settings (classroom as well as screencast), we conclude that native language learners perform comparable to English medium learners, when they continue to learn in their native language, but are unable to do so when forced to learn in the secondary language.…”

Section: Comparison Of Hhc and Hec Groupsmentioning

confidence: 60%

Classroom Versus Screencast for Native Language Learners

Pal

Iyer

2015

Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education

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Students, who study in their native language in K-12 and go on to do their undergraduate education in English, have difficulty in acquiring programming knowledge. Solutions targeted towards improving their English proficiency take time, while those that continue with native language in the classroom limit the students' ability to compete in a global market. Another solution could be the use of video-based instructional material to empower a student for self-paced learning. In this paper, we present a comparative study of classroom instruction versus self-paced screencasts for native language learners' acquisition of programming concepts. We conducted four introductory programming workshops, each of six days duration. Two workshops were classroom based, one having Hindi (native language) as the medium of instruction and other in English. Two other workshops were screencast based, again one in Hindi and one in English. We measured differences between the groups using a post-test, across different content types such as fact, concepts and process. We found that when medium of instruction is different from language of K-12 instruction, there is an adverse impact on learning. However, when self-paced screencast is used instead of classroom environment, there is a statistically significant improvement in performance. Our work informs the choice of MoI and choice of environment for native language learners.

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Section: Comparison Of Hhc and Hec Groupsmentioning

confidence: 60%

Classroom Versus Screencast for Native Language Learners

Pal

Iyer

2015

Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education

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“…4.1.1 Comparing Language of Instruction Nine publications examined the effect of the language of instruction on student learning or student experience [31,[37][38][39][40][49][50][51][52]. All but one [31] were conducted in India.…”

Section: Studying What Benefits or Hinders Ell Studentsmentioning

confidence: 99%

“…We provide further detail about the three projects that are included in this scoping review. In these studies, Pal and Iyer compared post-test scores after a learning experience that was conducted in Hindi or English [38][39][40]. In each study, they used three groups: HH (Hindi in high school, Hindi in the experiment); HE (Hindi/English); and EE (English/English).…”

Section: Studying What Benefits or Hinders Ell Studentsmentioning

confidence: 99%

English Language Learners in Computer Science Education

Lei

Allen

2022

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education

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English-language universities are increasingly recruiting students who are English Language Learners (ELL), but in computer science little is known about whether or how their learning needs differ from native English speakers. Despite widespread efforts into broadening participation in computing, computer science education for ELL students who are learning computer science in English is relatively understudied. In this paper, we review the small but growing body of work in this area. We conducted a scoping review to identify 54 relevant publications and chart their commonalities. We then performed a qualitative analysis to identify meta-and sub-themes. The meta-themes include: studying what benefits or hinders ELL students, focusing on integrative language skills, and pedagogical and curricular approaches. Via this scoping review, we provide a summary and synthesis of the 54 publications and identify comprehensively-examined and emerging themes. CCS Concepts• Social and professional topics → Computing education.

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“…Especially during the last decade, video has become a medium that is easily accessible through internet and mobile technology while students seem to watch videos more than reading texts for various reasons, including learning. In particular, screencasts have been reported as an effective tool for student learning in general [9], [17], [23] or in specific tasks, such as programming [19].…”

Section: Review On Using Videos In Learningmentioning

confidence: 99%

“…Being familiar with learning technologies and taking into account various findings with regard to the effectiveness of screencasts in student learning [16], [19], we decided to use screencasts in which we solve specific exercises for students by showing them the Prolog way of thinking towards approaching a problem. Although PowerPoint slides can support animations, they are not particularly helpful for this purpose.…”

Section: Screencasts For Prologmentioning

confidence: 99%

Using screencasts to enhance coding skills: The case of logic programming?

Kefalas¹,

Stamatopoulou²

2018

COMSIS J

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Learning technologies are gradually becoming an integral part of teaching in both face-to-face and online learning. Among them, screencasts (i.e. desktop video recordings of presentations normally accompanied by the presenter's video and narration), constitute a pedagogical tool used to create visual material to be distributed to students. Learners can then watch the videos in their own convenience and pace. The plethora of tools available makes it easier for the teachers to produce high-quality, low-cost screencasts for a number of courses. In the current paper we investigate how students perceive the impact of screencasts on their understanding and motivation in learning Logic Programming. We take the opportunity to present some tips and techniques that can be applied in any screencast production. We discuss in detail how screencasts can be used in programming courses, irrespectively of whether the latter use Imperative, Object-Oriented, or Declarative languages, and we present a number of examples to demonstrate how screencasts can facilitate learning. Furthermore, we focus particularly on Logic Programming, which lends itself to technology enhanced learning, since it requires a non-linear, out-of-the-box way of thinking towards developing programs. Finally, we evaluate our approach by presenting the opinion of students.

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Effect of Medium of Instruction on Programming Ability Acquired through Screencast

Cited by 18 publications

References 7 publications

Classroom Versus Screencast for Native Language Learners

Classroom Versus Screencast for Native Language Learners

English Language Learners in Computer Science Education

Using screencasts to enhance coding skills: The case of logic programming?

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