The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novices

Mselle, Leonard J.; Mmasy, Raphael

doi:10.1145/1999747.1999901

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…The positive results were also reported by Kasurinen et al [4]. Moreover, the research conducted by Mselle et al [5], on the effectiveness of MTL in learning programming, the results showed that MTL improves comprehension of the subject. In addition to that, Mselle [6] research findings suggested that, the use of RAM diagrams as a visualizer improves programming comprehension and programming skills.…”

Section: Introductionsupporting

confidence: 70%

“…As defined by Mselle et al [5], Memory Transfer Language (MTL) is a language or device used by programmers to describe the impact of code-line on computer memory (RAM). The use of RAM blocks to demonstrate the effect of lines of code to a machine allows novices to grasp what actually is going on to a machine as results of program execution.…”

Section: A Overview Of Mtlmentioning

confidence: 99%

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A Proposed Framework for Development of a Visualizer Based on Memory Transfer Language (MTL)

Nyamawe¹

2014

IJCTT

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Computer programming is among the fundamental aspects of computer science curriculum. Many students first introduced to introductory computer programming courses experience difficulties in learning and comprehending. Vast amount of researches have revealed that, generally programming courses are regarded as difficult and challenging and thus often have the highest dropout rates. Moreover, numerous researches have devoted in delivering new approaches and tools in enhancing the process of teaching and learning computer programming to novice programmers. One among the tools that have emerged to offer positive results is Program Visualization tool (Visualizer). Visualizers have shown remarkable contributions in facilitating novices to learn and comprehend computer programming. In addition to that, an approach to visualize codes execution, Memory Transfer Language (MTL), allows a novice to animate the code through paper and pencil mechanism without actively involving the machine. MTL depends on the concepts of RAM (Random Access Memory) to interpret the code line by line. Programming requires effort and special approach in the way it is learned and taught, thus this paper aimed at presenting a proposed framework for developing a visualizer that employs the use of MTL to enhance teaching and learning programming.

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Section: Introductionsupporting

confidence: 70%

Section: A Overview Of Mtlmentioning

confidence: 99%

A Proposed Framework for Development of a Visualizer Based on Memory Transfer Language (MTL)

Nyamawe¹

2014

IJCTT

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“…Programming learning is a process of complex skill development (Mehmood et al., 2020; Mselle & Twaakyondo, 2012) that involves many interacting elements such as syntax, programming logic, the problem, and how a computer works, which all have to be considered at the same time (Vieira et al., 2017). It requires learners’ high informational processing skills and high cognitive skills in reading and writing code, and working memory for managing the logic and order of code (Lee et al., 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, relatively few studies have fully investigated the needs and perceptions of students while learning programming (Liang et al., 2015). For decades, CS educators addressed that it is a daunting task when dealing with different novice programmers’ various misconceptions in programming learning (Mselle & Twaakyondo, 2012). In Watson and Li’s (2014) meta-analysis that synthesized 50 years of research on predictors of programming performances through 161 CS101 courses across 51 institutions in 15 different countries, they discovered that “an almost identical mean worldwide pass rate of 67.7% was found” (p. 39).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, despite the advances in methods and tools for teaching and learning introductory programming, individuals still encounter challenges and difficulties when learning it (Chao, 2016; Lye & Koh, 2014). For reasons such as some learners being novices or first timers (Mselle & Twaakyondo, 2012; Rahman et al., 2020), most individuals have no or little conception of computer science as a discipline or how it could be applied to their daily lives (Kafai & Burke, 2013), while some may just lack adequate understanding of fundamental programming skills, lack strategies for writing workable code (Chao, 2016), or just feel frustrated when facing programming learning (Tsai et al., 2019). Therefore, the dropout and failure rates are high in programming learning (Margulieux et al., 2020; Medeiros et al., 2018; Watson & Li, 2014).…”

Section: Introductionmentioning

confidence: 99%

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A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

Chou

Tang

Tsai

2021

Journal of Educational Computing Research

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Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

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Memory transfer language as a tool for visualization-based-pedagogy

Mselle

Ishengoma²

2022

Educ Inf Technol

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The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novices

Cited by 4 publications

References 6 publications

A Proposed Framework for Development of a Visualizer Based on Memory Transfer Language (MTL)

A Proposed Framework for Development of a Visualizer Based on Memory Transfer Language (MTL)

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

Memory transfer language as a tool for visualization-based-pedagogy

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