Multimedia learning object to build cognitive understanding in learning introductory programming

Matthews, Reginamary; Hin, Hew Soon; Koo, Ah Choo

doi:10.1145/1821748.1821824

Cited by 12 publications

(4 citation statements)

References 12 publications

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“…Indeed, programming learning environments address the learning needs of students (Matthews et al, 2009) and try to make the coding tasks more usable (Truong et al, 2003), make tutor feedback more effective and easily providable (Bancroft and Roe, 2006), and even allow students to spot coding errors easily (Nagashima et al, 2018). Moreover, such environments apply different means to engage users.…”

Section: Introductionmentioning

confidence: 99%

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Game Design, Gender and Personalities in Programming Education

Θεοδωρόπουλος

Lepouras

2022

Front. Comput. Sci.

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In a changing world programming learning is becoming more and more essential in education. And, there are many programming environments and teaching approaches that address the learning needs of students in CS education. A single programming tool or a method do not fit all students. Research has focused on gender differences and there is high interest in increasing female participation. Games and especially game-design tend to impact perceived usefulness of programming environments. Moreover, personality traits like cognitive style and emotional intelligence (EQ) seem to correlate with technology and achievement in programming. In this study, the effects of three different programming environments were investigated, in high school settings, by creating games and taking into account gender and personality characteristics. Three groups were formed, group A created games with Scratch, group B used App Inventor and made games for mobile devices, while group C created interactive stories-games with Alice 3D. This study was seeking to find possible biases based on gender, learning perception, usage and students' personalities between the three experimental conditions. One hundred and sixty three students aged 14–15 years old participated in the study, and data were collected through pre activity and post activity questionnaires. Results show different gender preferences for the three programming tools and, in some cases, different personalities (cognitive styles and EQ) have different learning preferences. Moreover, all programming environments had different emotional effects on the students. The study concludes with guidelines for programming learning environments that respect individual learning preferences and aim to maximize learning effectiveness.

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Section: Introductionmentioning

confidence: 99%

“…For example, some use games and/or gamification to teach students (Shanahan, 2009) while others use visual tools (Broll et al, 2017). There are also studies focusing on student feedback (e.g., Matthews et al, 2009) and in general students prefer hands-on experiences when learning programming (Paul et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Game Design, Gender and Personalities in Programming Education

Θεοδωρόπουλος

Lepouras

2022

Front. Comput. Sci.

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“…Most of the previous scientific literature has found that there are many reasons for the unwillingness of students in programming courses; they find that the content is incomprehensible and that traditional teaching methods rely heavily on theoretical lectures and focus on imparting declarative knowledge. At the same time, the large quantity of information, the lack of appropriate support (Elgamal, Abas, & Baladoh, 2013;Esteves et al, 2011;Gomes et al, 2008;Malik, 2008;Radoševic, Orehovacki, & Lovrencic, 2009), and the growing awareness of the causes of these challenges are the most Journal of Research in Curriculum, Instruction and Educational Technology important trends in ongoing and future research (Henderson, 2007;Jeffrey & Tricia, 2011;Matthews, 2014;Siti, 2012). Žufic & Jurcan (2015) found many tools that can be very useful, especially for students who need support, to help them to learn programming, but such tools and methods are not effective with most learners because they depend on the willingness and ability of the learner to conduct appropriate research on proposed solutions to problems.…”

Section: Research Problemmentioning

confidence: 99%

“…A micro-learning object expresses the instructional content objectives, and an educational object consists of three Journal of Research in Curriculum, Instruction and Educational Technology interconnected parts that are designed to achieve a particular instructional objective, as identified by Matthews (2014). These interconnected parts are as follows:…”

Section: The Elements Of Micro-learning Objects (Video)mentioning

confidence: 99%

The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time

Safaan¹

2017

Journal of Research in Curriculum Instruction and Educational T

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he purpose of this paper is to examine and present in an orderly fashion the implications of various approaches to the development of learning objects (e.g., instruction, collaboration, practice with hints, and assessment). To promote the learning of variables, types of data, control statements and loops, learning objects were developed in Learning Management System (LMS) E-lessons by college students who are enrolled in a visual programming course. The process of development involved one of the following four approaches: an approach based on instruction, practice with hints, collaboration and evaluation; an approach based on collaboration and practice with hints; an approach based on instruction, collaboration, and evaluation; and an approach based exclusively on instruction. In contrast to learning modules without e-learning practice on posttests, according to the sample findings, the learning modules with e-learning practice performed better. The attitudes of the group with practice were also more positive. Further, unlike the samples that use instruction only, the samples with complete learning approaches took longer to finish the E-lessons.

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Learning Objects. Case Studies

Violini

Sanz

2019

Communications in Computer and Information Science

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Multimedia learning object to build cognitive understanding in learning introductory programming

Cited by 12 publications

References 12 publications

Game Design, Gender and Personalities in Programming Education

Game Design, Gender and Personalities in Programming Education

The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time

Learning Objects. Case Studies

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