Enhancing Self-Motivation in Learning Programming Using Game-Based Simulation and Metrics

Jiau, Hewijin Christine; Chen, J.C.; Ssu, Kuo‐Feng

doi:10.1109/te.2008.2010983

Cited by 64 publications

(29 citation statements)

References 12 publications

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“…This situation has led researchers to study on increasing the programming success and to develop different methods in this regard. Jiau, Chen and Su (2009) have developed materials related to concretization of programming education. Rajala et al (2008) have prepared a program visualization tool (VILLE) by using Java.…”

Section: Inroductionmentioning

confidence: 99%

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming.Keywords: Programming; programming language; programming experience. ÖzProgramlama dersleri, özellikle bilgisayar eğitimi veren bölümlerde üniversite öğrencilerinin en başarısız olduğu derslerden biri olarak öne çıkmaktadır. Öğrenciler bu dersleri diğer derslere oranla oldukça zor bulduklarını ifade etmektedirler. Bu doğrultuda, üniversite öğrencilerinin programlama derslerindeki başarısızlıklarının nedenlerini ortaya koymak ve programlama sürecinde yaşadıkları zorlukları incelemek amacıyla nitel araştırma yöntemlerinden biri olan fenomenoloji yaklaşımı kullanılmıştır. Bu kapsamda, 2013-2014 yılı güz döneminde Türkiye'de bir devlet üniversitesinde İnternet Tabanlı Programlama dersinin laboratuvar etkinlikleri gözlemlenmiş ve bu derse devam eden 12 öğrenci ile görüşme yapılmıştır. Sonuç olarak, öğrencilerin programlama sürecinde yaşadıkları zorluklar programlama bilgisi, programlama becerisi, programın mantığını kavrama ve hata ayıklama olarak belirlenmiştir. Öğrenciler, programlamadaki başarısızlıklarının en büyük nedenlerini pratik eksikliği, algoritma oluşturmama ve bilgi eksikliği olduğunu vurgulamışlardır. Ek olarak, programlama deneyimi yüksek olan öğrencilerin programlama başarılarının ve programlamaya ilişkin öz yeterlilik algılarının yüksek olduğu görülmüştür.Anahtar Sözcükler: Programlama; programlama dili; programlama deneyimi.

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Section: Inroductionmentioning

confidence: 99%

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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“…In a study using games as a tool for learning programming, for example, Jiau et al [2009] claimed that their instructional framework enhanced student motivation because 60% of students "had fun learning programming" and preferred their method over other assignments. In another study, students were asked about their motivation levels in a one-item Likert scale response [Kinnunen and Malmi 2008].…”

Section: Measuring Motivation In Introductory Programming Coursesmentioning

confidence: 99%

Learning to Program with Personal Robots

McGill

2012

ACM Trans. Comput. Educ.

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One of the goals of using robots in introductory programming courses is to increase motivation among learners. There have been several types of robots that have been used extensively in the classroom to teach a variety of computer science concepts. A more recently introduced robot designed to teach programming to novice students is the Institute for Personal Robots in Education (IPRE) robot. The author chose to use this robot and study its motivational effects on non-computer science students in a CS0 course. The purpose of this study was to determine whether using the IPRE robots motivates students to learn programming in a CS0 course. After considering various motivational theories and instruments designed to measure motivation, the author used Keller's Instructional Materials Motivation Survey to measure four components of motivation: attention, relevance, confidence, and satisfaction. Additional items were added to the survey, including a set of open-ended questions. The results of this study indicate that the use of these robots had a positive influence on participants' attitudes towards learning to program in a CS0 course, but little or no effect on relevance, confidence, or satisfaction. Results also indicate that although gender and students interests may affect individual components of motivation, gender, technical self-perception, and interest in software development have no bearing on the overall motivational levels of students. ACM Reference Format:McGill, M. M. 2012. Learning to program with personal robots: Influences on student motivation. ACM Trans.

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“…A different study used a text method such as C (Saito & Yamaura, 2013). Other studies used both visual and text methods for Project-based Learning for programming based on problem-solving (O' Kelly & Gibson, 2006) and Game-based Learning (Jiau, Chen, & Ssu, 2009;Long, 2007;Vasilateanu, Wyrazic, & Pavaloiu, 2016). In addition, some works investigated attitudes toward programming (Du, Wimmer, & Rada, 2016).…”

Section: Background Programming Learning For First Learnersmentioning

confidence: 99%

Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners

2017

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Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners). Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods. Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture. Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning. Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming; (2) The number of operations and input quantity influence both groups; (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners. Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming. Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming.

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Enhancing Self-Motivation in Learning Programming Using Game-Based Simulation and Metrics

Cited by 64 publications

References 12 publications

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Learning to Program with Personal Robots

Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners

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