Facilitating programming comprehension for novice learners with multimedia approach: A preliminary investigation

Annamalai, Subashini; Salam, Sobihatun Nur Abdul

doi:10.1063/1.5005362

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…Visualization in programming instruction and metacognitive support have been supported by findings as they have effective outcomes in programming comprehension, integrating these factors with multimedia courseware is an essential aspect in novice learners' understanding of abstract concepts in programming (Annamalai & Salam, 2017). The investigation of tools providing metacognitive support for supplementing traditional courses.…”

Section: Studies In Programming Instructionmentioning

confidence: 98%

The Investigation of Novice Programmers’ Debugging Behaviors to Inform Intelligent E-Learning Environments: A Case Study

Türkmen¹,

Caner²

2020

Turkish Online Journal of Distance Education

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This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study methodology, and data instruments included paper-based programming questions. The questions were framed under three categories as questions' difficulty levels (low, moderate and high), error types (syntax and logic), and question types (if-else and while). As having three categories, a total of 12 different data (3x2x2) were taken from each student, which means 492 data rows were evaluated in the study. Chi-square test results revealed that while error detection and correction are significantly high in low difficulty level questions, error detection and error correction attempts for logic errors were substantially higher compared to syntax errors. Further analysis conducted for paper-based markings that were used by students throughout their error detection, correction, and completion attempts. Chi-square test results revealed significant relationships between marking availability and error types, as well as difficulty levels. Results were discussed for both traditional learning and e-learning environments in terms of what kind of educational implications and strategies can be outlined by data for increasing the effectiveness of programming education for novice learners.

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Section: Studies In Programming Instructionmentioning

confidence: 98%

The Investigation of Novice Programmers’ Debugging Behaviors to Inform Intelligent E-Learning Environments: A Case Study

Türkmen¹,

Caner²

2020

Turkish Online Journal of Distance Education

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“…Previous research on the use of multimedia in programming learning shows that students who are categorized as digital native students are interested in visual media and creative tasks (Saeeda Naz, Iqbal, Irfan, Junaid, & Naseer, 2014). The integration of multimedia as a reflection tool in learning is very important to maintain student motivation and involvement in programming classes (Annamalai & Salam, 2017) The application of multimedia technology in the development of learning media is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods (Rajendra & Sudana, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive Digital Learning Multimedia Applications as Independent Learning Module in 2-Dimensional Game Programming Courses

Nurhasanah

Khairunisa²,

Kuswoyo³

2022

JTP

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Learning activities at the Creative Media State Polytechnic after the pandemic period, especially in the design department of the game technology study program, were held in blended learning. Blended learning is the right choice of learning because it needs adaptation from lecturers and students, where previously learning was held fully online, now it is held online and offline. Blended learning activities can be very effective and efficient in their implementation if the learning process is well prepared. One of the learning activities carried out is independent learning activities. Therefore, this study aims to produce a learning application that can be used as an independent learning module so that students can learn without being assisted by anyone just by using this independent learning module. The approach taken is the ADDIE development method. The ADDIE development model consists of five stages, namely analysis, design, development, implementation, and evaluation. Expert response to this learning application is a crucial thing to do. This application is evaluated by an expert with a background in graphic design, learning media, and communication. The independent learning module application was successfully developed and implemented in semester 3 of the 2-dimensional game programming course.

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“…Computer programming is recognised as a vital competence for establishing problemsolving abilities as well as logical and analytical reasoning. Its integration throughout various educational levels is regarded as valuable, with many studies carried out to further explore this phenomenon (see, for example, Annamalai & Salam, 2017;Fessakis, Gouli, & Mavroudi, 2013;Isa & Derus, 2017;Meyerovich & Rabkin, 2013;Ozmen & Alten, 2014;Tom, 2015).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Scratch Programming among Secondary School Students in KwaZulu-Natal, South Africa

Marimuthu

Govender

2018

Afr. j. inf. commun. (Online)

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Scratch programming was designed with the aim of helping students to develop their logical thinking skills as well as enhancing their problem-solving capabilities, without having the technical distractions associated with more advanced programming languages such as Java. This study, guided by the technology acceptance model (TAM), focused on exploring the associations between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use the Scratch programming language, with the aim of identifying how Scratch programming was perceived by a group of South African students in Grades 10 and 11 at two high schools. Results indicated, among other things, that Grade 10 students perceived Scratch to be easy to use and useful, and Grade 11 students found it to be easy to use but useful only in learning introductory programming concepts. These and other findings suggest that while Scratch helps students understand logic and problem-solving, it does not assist sufficiently in preparing them for using a higher-level programming language such as Java. The article concludes with recommendations for South African education policymakers, including proposals that a bridging programming language be introduced between Scratch and Java, and that Scratch be introduced much earlier than in Grade 10.

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Facilitating programming comprehension for novice learners with multimedia approach: A preliminary investigation

Cited by 5 publications

References 12 publications

The Investigation of Novice Programmers’ Debugging Behaviors to Inform Intelligent E-Learning Environments: A Case Study

The Investigation of Novice Programmers’ Debugging Behaviors to Inform Intelligent E-Learning Environments: A Case Study

Development of Interactive Digital Learning Multimedia Applications as Independent Learning Module in 2-Dimensional Game Programming Courses

Perceptions of Scratch Programming among Secondary School Students in KwaZulu-Natal, South Africa

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