Mental Models and Transfer of Learning in Computer Programming

Abstract

Learning and transfer of procedural skills was measured as a function of conceptual understanding (subjects' mental models) induced by conceptual models in the form of computer graphics and animation during computer-based instruction. Three groups ofnonprogrammers learned and practiced either code evaluation, code evaluation with the aid of conceptual models, or code generation. Practicing code evaluation with conceptual models was found to facilitate conceptual understanding, learning of code evaluation, and transfer to code generation. A positive relationship was found between the quality of subjects' mental models and transfer ability, regardless of the experimental condition. The findings suggest that both number of shared productions and level of declarative knowledge are developed during practice and that transfer is a function of both. In practical terms, conceptual methods of instruction fostering appropriate mental models are suggested for cognitive skill learning. The instructional materials demonstrate methods by which computer graphics and animation may stimulate the formation of appropriate mental models. (

Are visual programming languages better? The role of imagery in program comprehension

“…The material used in the task has shown to be another important variable. Program visualization techniques seem to be more e!ective for new problems in which the programmer has no previous training (Shih & Alessi, 1994). These data agree with the research for visual aids both in text learning (Mayer & Gallini, 1990;Mayer, 1994) and in HCI (Navarro-Prieto, 1996), that have shown the importance of the congruence between the information depicted in the picture and the key information of the material for learning.…”

“…Shih and Alessi (1994) investigated transfer between two skills involved in programming, code generation and code evaluation. Their data showed that a graphical model facilitated transfer from one skill to another, but only for the more di$cult problems.…”

How Influential Are Mental Models on Interaction Performance? Exploring the Gap between Users’ and Designers’ Mental Models through a New Quantitative Method

“…The second branch stepped out of psychology and applied mental models to support better interaction between people and the external world. Typical research interests include the role of mental models in learning and training [12][13][14][15] and using computers and appliances [16][17][18][19].…”

Effects of Peer Tutoring and Attitude on Academic Performance of First Year Introductory Programming Students

“…The use of conceptual methods of instruction to foster knowledge of the computer and the programming language is required for learning programming skills and it is believed that novices differ from experts in their degree of understanding of the concepts underlying programming [4]. Conventional or traditional teaching involves a teacher-centred strategy in which the teacher performs most of the activities, presenting structured knowledge to the student and playing a significant role in the delivery of the instruction.…”