Using a visualisation-based and progressive learning environment as a cognitive tool for learning computer programming

Abstract

Project-based learning (PjBL) has been widely promoted in educational practice, for example, computer programming education. While PiBL may help learners to connect abstract knowledge with authentic practice, the complexity of completing an authentic project may overwhelm learners, making them unable to achieve the desired learning outcomes. This study proposes a visualisation-based and progressive learning environment as a cognitive tool to support PjBL of programming. The cognitive tool is designed to externalise the complex process of completing a realistic programming project. It aims to scaffold the complex project process, foster effective thinking and reflection, and allow the teacher to track and give feedback on individual performance throughout the project process. Moreover, simple-to-complex sequencing of whole-task projects is incorporated into the cognitive tool to support progressive learning with authentic projects. Senior college students participated in this study by completing a project-based programming learning module using the proposed cognitive tool. The results showed that after incorporating the simple-to-complex approach, the visualisation-based cognitive tool is more effective in improving students’ programming performance and better perceived by students in terms of its support for scaffolding and articulating the complex project process.

Technology Integration to Promote Desire to Learn Programming in Higher Education

“…Game-base technology such as Kahoot is utilized in the classroom from time to time to engage students in classroom participation and to provide competitive but fun learning environment [19]. Visualization tool acts as a cognitive tool to support programming learning to externalize the complex process of completing a realistic programming project [10].…”

“…In addition to that, Twitter and Facebook can be utilized as discussion, forum and information sharing [14]. Along with face-to-face contact, virtual platform for peer observation of programming tasks can provide opportunities to follow the task completion processes and to assist students to share ideas and solve problems more efficiently [10]. Programming is a step-by-step process where a single error at any stage leads to failure of the entire programming design.…”

“…Implementation of learning technologies should consider this element to engage and immerse students' participation in programming learning activities [11]. Among the activities may involve tools to virtualize the real-world scenarios and tools to emphasize on common syntax errors and recovery [10]. Collaborative learning using learning technology can be an effective tool for teaching and learning programming courses to motivate students and to ensure sharing ideas and problems are among the norms in the classroom [12].…”

“…Therefore, activities in programming courses involve programming problem solving in a realistic context. This environment would provide students with opportunities to learn and practice the skills they will be using in their future careers [10]. Programming involves a complex task since the code writing process is prone to semantic and syntax errors [7].…”

“…In such situation, the key issues with creating desire to learn programming is how to integrate various strategies in order to ensure the beneficial of students' interaction with the technological tools and contents that leads to meaningful learning [9]. Although many studies addressed the problems [4], [10]- [13], currently, there are still minimal studies conducted empirical research in regards to programming learning using technology integration and meaningful learning [10]. Therefore, this study embarks to bridge the gap to describe the relationship between integration technology and desire to learn programming.…”