Observations on student misconceptions—A case study of the Build – Heap Algorithm

Seppälä, Otto; Malmi, Lauri; Korhonen, Ari

doi:10.1080/08993400600913523

Cited by 77 publications

(25 citation statements)

References 3 publications

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“…Les structures de contrôle et les algorithmes posent souvent problème de par leur abstraction et leur nature dynamique (Seppälä et al, 2006). Ce phénomène se traduit chez les étudiants par un manque de compétences en programmation en fin de première année d'étude en informatique (Fincher et al, 2004).…”

Section: Problèmes Rencontrésunclassified

Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Muratet¹,

Viallet²,

Jessel³

2011

Revue d'intelligence artificielle

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Section: Problèmes Rencontrésunclassified

Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Muratet¹,

Viallet²,

Jessel³

2011

Revue d'intelligence artificielle

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“…The interest is particularly linked to the issue of teaching algorithms and programming concepts to first year science major at Moroccan high schools. Our literature study reveals that several difficulties arise during the learning process of basic programming concepts such as program construction (Lahtinen, Ala-Mutka, & Järvinen, 2005), loops manipulation (Ginat, 2004), structures control and algorithms (Seppälä, Malmi, & Korhonen, 2006) Other studies suggested that these difficulties are mainly due to poor teaching methodologies, low interaction levels with students in class and lack of interest (Barker, McDowell, & Kalahar, 2009;Coull, & Duncan, 2011) The lack of interest of novice students is usually attributed to the fact that these students find programming full of tedious theoretical concepts and techniques (Bennedsen, Caspersen, & Kölling, 2008). Among the solutions to overcome these difficulties aforementioned, there's a call to change the programming working environment for students (Kelleher, & Pausch.…”

Section: Introductionmentioning

confidence: 99%

Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment

Ouahbi

Kaddari

Darhmaoui

et al. 2015

Procedia - Social and Behavioral Sciences

106

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A number of researchers have documented several difficulties faced by learners of basic programming concepts. Among the suggested pedagogical solutions to overcome these difficulties is the use of serious games inthe learning process. In fact, these games are more likely to boost the motivation of students and allow them to develop their knowledge efficiently. Our study focuses on evaluating such usage and the resulting students' motivation towards programming. We've made students create simple games using the Scratch game environment in order for them to learn programming basics. The experiment was conducted with a group of 69 high school science major students. This group of students was arbitrarily chosen and divided into three sub-groups. With the first sub-group we experimented with our pedagogical method based on the creation of simple games using Scratch environment. With the other sub-groups we used a conventional method based on Pascal programming language. Two surveys were distributed at the beginning and at the end of the experimentation in order to identify the programming level of students, their gaming habits, their motivation and interest for programming in the future. The analysis of the surveys shows that using an environment for learning programming such as Scratch highly motivate students and empower them to pursue their studies in programming. In fact, when learners were asked about their desire to continue their studies in programming, 65% of students who have experienced with Scratch environment consider continuing their studies in programming whereas only 10.3% of students who used a standard programming environment showed some interest.

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“…Thus, there is a number of ways to solve the exercise incorrectly. This is especially useful in case the user has a misconception of how the algorithm works [16]. For example, in this exercise, the student might have difficulties to understand how recursion works.…”

Section: Trakla2 Exercisesmentioning

confidence: 97%

Automatic tutoring question generation during algorithm simulation

Karavirta¹,

Korhonen²

2006

Proceedings of the 6th Baltic Sea Conference on Computing Education Research: Koli Calling 2006

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High user interaction is the key in the educational effectiveness of algorithm visualization (AV). This paper introduces integration of an AV system with an interaction component in order to add support for the responding level of the user engagement taxonomy. We describe the resulting AV system, which is capable of providing algorithm simulation exercises with pop-up questions that guide the student in solving the exercise. This research aims at providing a system usable in teaching as well as in validating the engagement taxonomy.

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Observations on student misconceptions—A case study of the Build – Heap Algorithm

Cited by 77 publications

References 3 publications

Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Evaluation d´un jeu sérieux pour l´apprentissage de la programmation

Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment

Automatic tutoring question generation during algorithm simulation

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