Taking the Plunge With Clem: The Design and Evaluation of a Large Scale Cal System

BOYLE, TOM; Gray, John; WENDL, BRIAN; DAVIES, MARTYN

doi:10.1016/b978-0-08-041945-9.50011-1

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…These kinds of worked-out examples are known in many other science and engineering domains; however, programming was one of the first areas where interactive systems were developed to support these kinds of examples. Starting from the pioneering work of Linn and Boyle [2,10], a number of researchers explored systems that offer access to explained examples [4,6]. In providing access to explanations without breaking the example code, these systems typically used interactive hypermedia features.…”

Section: Related Workmentioning

confidence: 99%

Animated Examples as Practice Content in a Java Programming Course

Hosseini

Sirkiä

Guerra

et al. 2016

Proceedings of the 47th ACM Technical Symposium on Computing Science Education

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Code examples are commonly used learning resources that help students grasp various programming structures and concepts. However, example code usually requires explanations about what each line or part of the code does. Otherwise, students may find it difficult to follow an example. In this paper, we compare two types of code examples that use different techniques to describe important concepts in the code: annotated and animated examples. The former displays an explanation for a subset of lines in plain text, whereas the latter visualizes code execution. We studied the use and impact of these enhanced examples, provided as non-mandatory practice content, in three introductory Java courses. Our results suggest that animated examples are more engaging and have a positive impact on students' learning. As compared to annotated examples, students spent more time with animated examples and more likely completed them. Also, a positive relationship was found between the number of explored animated examples and the overall course grade.

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Section: Related Workmentioning

confidence: 99%

Animated Examples as Practice Content in a Java Programming Course

Hosseini

Sirkiä

Guerra

et al. 2016

Proceedings of the 47th ACM Technical Symposium on Computing Science Education

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“…The hypertext also enabled some early research on creating libraries that explained programming glossaries [1] and programming examples [13,19] where non-linear navigation was most essential. By the middle 1990es, the process of making full-scale hypertext-based textbook has been mastered [16] and researchers in the area of computer science education started to explore some opportunities to extend hyper-textbooks with more advanced functionalities such as "runnable" program examples and simple problems [2,22]. The progress, however was slow due to technical difficulties in working with traditional hypertext systems and interfacing them with other applications (such as compilers).…”

Section: Previous Researchmentioning

confidence: 99%

On the value of using an interactive electronic textbook in an introductory programming course

Pollari-Malmi

Guerra

Brusilovsky

et al. 2017

Proceedings of the 17th Koli Calling International Conference on Computing Education Research

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E-books including interactive elements are rapidly becoming more popular and are likely to largely replace traditional textbooks at university level education. In this paper, we report our initial observations on the changes we noticed in students' motivational factors and learning results when a static PDF textbook was replaced by an interactive e-textbook in a large CS1 service course. We found increase in both motivational factors, as well as learning gain. In addition, students' feedback on the learning resources improved. While the changes were not large, they encourage to continue integrating more interactive learning content into course learning environment.

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“…Interactivity turns an electronic textbook from a passive into an active learning medium. Examples of adding interactivity are demonstrated by several `interactive textbooks' [Boyle et al 1994], [Fowler & Fowler 1993], [Meyerowitz 1995]. In addition to regular hypertext-based learning materials, some of these systems provide access to a programming environment with a program editor, an interpreter or compiler, and even a graphic program design tool.…”

Section: From Simple Electronic Textbooks To Interactive Intelligent mentioning

confidence: 99%

World-Wide Intelligent Textbooks

Schwarz

Brusilovsky²,

Weber³

2005

JET

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New WWW technologies allow for integrating distance education power of WWW with interactivity and intelligence. Integrating on-line presentation of learning materials with the interactivity of problem solving environments and the intelligence of intelligent tutoring systems results in a new quality of learning materials that we call 13_ textbooks. In this paper, we describe the development of ELM-ART, an I 3-textbook for learning programming that can be accessed via Internet and that is based on the on-site learning environment ELM-PE.

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Taking the Plunge With Clem: The Design and Evaluation of a Large Scale Cal System

Cited by 4 publications

References 2 publications

Animated Examples as Practice Content in a Java Programming Course

Animated Examples as Practice Content in a Java Programming Course

On the value of using an interactive electronic textbook in an introductory programming course

World-Wide Intelligent Textbooks

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