JeCo: Combining Program Visualization and Story Weaving

Myller, Niko; Nuutinen, Jussi

doi:10.15388/infedu.2006.19

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…Jeliot is an interactive visualization platform designed to help beginners learn procedural and OOP languages [31]. Jeliot supports the method "First Object" or "First Fundamentals" for initial programming courses [32]. Jeliot is primarily intended for OOP Java programming, making it difficult for students to transition between various IDE's to make weaker students feel confused [33].…”

Section: Jeliotmentioning

confidence: 99%

Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

Abbasi

Kazi

et al. 2021

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Serious Games (SG) provide a comfortable learning environment and are productive for various disciplines ranging from Science, Technology, Engineering, and Mathematics (STEM) to computer programming. The Object Oriented (OO) paradigm includes objects related to real life, and is considered a natural domain that can be worked with. Nonetheless, mapping those real-life objects with basic Object-Oriented Programming (OOP) concepts becomes a challenge for students to understand. Therefore, this study is concerned with designing and developing an SG prototype to overcome students’ difficulties and misconceptions in learning OOP and achieving positive learning outcomes. An experimental evaluation was carried out to show the difference between the experimental group students’ performance, who interact with the developed game, and students of the control group, who learn via the traditional instructional method. The experimental evaluations’ main finding is that the experimental group’s performance is better than the control group. The experimental group’s Normalized Learning Gain (NLG) is significantly higher than the control group (p< 0.005, paired t-test). The evaluation study results show that the developed prototype’s perceived motivation on the Instructional Materials Motivation Survey (IMMS) 5-point Likert scale resulted in the highest mean score for attention (3.87) followed by relevance (3.66) subcategories. The results of this study show that the developed SG prototype is an effective tool in education, which improves learning outcomes and it has the potential to motivate students to learn OOP.

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Section: Jeliotmentioning

confidence: 99%

Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

Abbasi

Kazi

et al. 2021

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On the Participatory Design of Jeliot Mobile: Towards a Socio-Constructivist Mlearning Tool

Hassan

Moreno

Sutinen

et al. 2015

2015 International Conference on Learning and Teaching in Computing and Engineering

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In this paper, the authors report the initial development stages of Jeliot Mobile, a tool that aims to bring the benefits of visualization to the new generation of learners that makes use of new technologies. From the research point of view the authors want to 1) frame the development of the tool in the socio-constructivist paradigm, and 2) bring the learnercenteredness via participatory design. The paper reports a series of workshops in which HCI students were asked to design a mobile tool for learning programming. The workshops followed the participatory design methodology. Each workshop set its very participants into a scenario different than other workshops by means of variation in introductory tools. The participants output-in the form of design ideas described with tools like sketches, storyboards, and/or simple text-at each workshop was then collected. These ideas were classified according to five categories: socio-constructivist, learning management, usability, software visualization, and miscellaneous. Usability and socioconstructivist accounted for the majority of the ideas. The number usability ideas can be partly explained because of the context (participants were HCI students). However, the abundance of socio-constructivist ideas points to the importance which students give to learning in a sociocultural context. Moreover, the sheer amount of ideas-otherwise not envisioned by the designers-explains the need to build mlearning tools in a participatory fashion. Thus, the results of experiments support authors' stand of designing such tools in a learner-centered participatory fashion and framing the development in socioconstructivist paradigm.

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From mindtools to social mindtools: Collaborative writing with Woven Stories

Nuutinen¹,

Sutinen²,

Botha³

et al. 2010

Brit J Educational Tech

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The rapid development of computer-supported collaborative environments has highlighted the need for collaborative knowledge construction devices. Because most available mindtools do not promote collaboration, there is a need for social mindtools that can be used in collaborative learning situations. We have used activity theory as a conceptual framework to define the requirements of social mindtools as awareness of other participants, communication and the ability to edit common objects together. We present the concept of Woven Stories and use it as an example of an effective social mindtool. We also describe a case study in which Woven Stories software was used as an online debating forum. This case study reveals the potential inherent in the concept, compared with other text-oriented Web 2.0 tools, such as wikis. IntroductionBecause of the continuous flow of powerful new technologies, research in the field of educational technology tends to concentrate on the use of mobile technologies, virtual worlds, and other relatively complex tools and technologies. Given the popularity of technology-driven developments of this kind in research, it is easy to overlook the fact that learning is inextricably bound up with thinking and that simple solutions can often be crucial in the evolution of educational research. Jonassen (1992) notes: 'Rather than developing more powerful teaching software, we should be teaching learners how to think more efficiently'. If we are to accomplish what Jonassen recommends, we need to develop a range of simple and generic thinking tools that can be taught to learners. The development of simple tools of this kind is predicated on the realisation that the primary purpose of learning is not how to use the tool but how to think efficiently.

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JeCo: Combining Program Visualization and Story Weaving

Cited by 4 publications

References 19 publications

Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

On the Participatory Design of Jeliot Mobile: Towards a Socio-Constructivist Mlearning Tool

From mindtools to social mindtools: Collaborative writing with Woven Stories

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