Research trends on learning computer programming with program animation: A systematic mapping study

Abstract

Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it is relatively difficult. In the process, researchers have started employing media tools to reduce programming difficulties and motivate learners to approach programming problems. One of the common tools widely used is program animation—an instructional medium that incorporates animated characters. However, little is known about the research trends in this field of study. This article, therefore, employed a systematic mapping method to review this trend to find patterns and gaps left in the literature. The study extracted 48 articles published between 2000 and 2022 from four scientific databases (Web of Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The review discovered important trends. First, there is a paucity of research evidence evaluating program animation in the context of secondary and elementary levels; the majority of the extracted studies focused on participants from tertiary institutions. A similar paucity of research evidence employing mixed methods and qualitative approaches was also noted. Scratch programs were used in recent research more often than other program animations. There is also too little evaluation of psychomotor variables. Finally, there exist inconsistent findings on the effect of program animation although plenty of studies revealed positive results in favor of these media tools. The study therefore recommends that future research should be conducted to fill these identified gaps.

Exploring Attentional Dynamics in Animated Programming Environments: Trajectories, Variability, and Predictors

“…While we uphold this position, we equally acknowledge the position of previous studies which argued that factors that are unique to individual classrooms overly determine differences in students' attention-related behaviors [2]. More compelling evidence indicates that intense and interactive lessons activate mental structures that permit students to allocate attentional resources toward the learning experience [3]. As many interactive teaching tools continue to emerge due to advancements in technology, lesson contents laden with visuals and simulations have become important drivers of students' attention in the classroom [3,4].…”

“…More compelling evidence indicates that intense and interactive lessons activate mental structures that permit students to allocate attentional resources toward the learning experience [3]. As many interactive teaching tools continue to emerge due to advancements in technology, lesson contents laden with visuals and simulations have become important drivers of students' attention in the classroom [3,4]. Notwithstanding these arguments, Goldberg's [1] study remained the sole motivating factor in our quest for further investigations across a broad spectrum of classroom attention and engagement.…”

“…Therefore, it is important to investigate classroom dynamics in a specific classroom setting and uncover classroom-specific behaviors along with their predictors. For example, while animations have been reported to capture and sustain students' attention across a wide range of disciplines, their attentional effects are not always consistent [3]. To the best of our knowledge, it is still not quite clear what factors uniquely determine students' attention-related behaviors in animated programming environments because of the paucity of research evidence in this area.…”

Using Multimodal Learning Analytics to Model Students’ Learning Behavior in Animated Programming Classroom

“…For example, programs such as Alice and Scratch require few traditional typing of codes compared to conventional programming languages. As a result, syntax errors -a major frustration among programming students -are eliminated (Yusuf & Noor, 2023b). In addition, many studies have reported increased student attention and engagement during animated instruction due to their incorporation of real and interactive virtual environments that are visual-and sensory-appealing to students (Ebel & Ben-Ari, 2006;Sun et al, 2022).…”

“…In addition, many studies have reported increased student attention and engagement during animated instruction due to their incorporation of real and interactive virtual environments that are visual-and sensory-appealing to students (Ebel & Ben-Ari, 2006;Sun et al, 2022). The elimination of syntax errors and the visual-appealing nature of program animations has attracted continued interest in programming education and has reduced students' off-task behaviors (Yusuf & Noor, 2023b).…”