Virtual reality instructional modules for introductory programming courses

Stigall, James; Sharma, Sharad

doi:10.1109/isecon.2017.7910245

Cited by 22 publications

(13 citation statements)

References 23 publications

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“…It was also capable of providing quantitative feedback to users, based on their performance on specific tasks within the virtual world. An example of immersive VR being implemented, with a purpose focused on highlighting, would be the software editing training markers as reported by Stigall and Sharma (2017). Another example of highlighting, featuring the use of AR, would be the use of Google Glass in art galleries to provide the user with supplementary information, reported by Leue et al (2015).…”

Section: Highlightingmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

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Section: Highlightingmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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“…cMotion is a 3D game which uses virtual characters to teach children programming concepts and logic [6], while Chandramouli et al use gamified real-world examples, such as the solar system, to help students grasp the basics of programming [7]. Stigall et al suggest a VR-enabled game which uses pseudocode and UML notations to help students learn OOP concepts like polymorphism and inheritance [8]. In Imikode, We use a VR storytelling environment which facilitates entry for first-time programmers.…”

Section: Vr-based Learning In Computing Educationmentioning

confidence: 99%

Imikode

Nygren

Oyelere

Suhonen

et al. 2019

Proceedings of the 19th Koli Calling International Conference on Computing Education Research

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This research paper presents Imikode, a virtual reality (VR)-based learning game to support the teaching and learning of objectoriented programming (OOP) concepts in computing education. The system was implemented using Google Cardboard SDK and works with any Cardboard compatible headset. The teacher can use Imikode to introduce OOP class in an immersive and engaging way. This early prototype provides basic features to help introduce OOP concepts. We aim at extending it using Artificial Intelligence (AI), by adding a conversational agent able to parse erroneous statements and provide adequate instructions on how to fix them. CCS CONCEPTS • Social and professional topics → Computer science education.

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“…Examples in CS1 courses should make sense to students and promote engagement. Recent works [8] [12][13][14][15][16][17][18][19][20][21] have explored the use of engaging applications such as robotics, music, games, media, and physical computing in introductory programming courses. Consistent reported results are that these approaches engage students positively, increase motivation, facilitate understanding, and improve outcomes and retention rates.…”

Section: Introductionmentioning

confidence: 99%

On the Use of Semantic-Based AIG to Automatically Generate Programming Exercises

Zavala

Mendoza

2018

Proceedings of the 49th ACM Technical Symposium on Computer Science Education

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In introductory programming courses, proficiency is typically achieved through substantial practice in the form of relatively small assignments and quizzes. Unfortunately, creating programming assignments and quizzes is both, time consuming and error prone. Furthermore, grading the assignments and providing timely and detailed feedback is paramount to student improvement. We use Automatic Item Generation (AIG) in order to address the problem of creating numerous programming exercises that can be used for assignments or quizzes in introductory programming courses. AIG is based on the use of test-item templates with embedded variables and formulas. The variables and formulas in the template are resolved by a computer program with actual values to generate test-items. Thus, hundreds or even thousands of test-items can be generated with a single test-item template. We discuss a semantic-based AIG approach for automatically generating programming exercises. The approach was incorporated into an existing selfassessment and practice tool for students learning computer programming. The tool has been used in different introductory programming courses to generate a set of practice exercises different for each student, but with the same difficulty and quality.

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Virtual reality instructional modules for introductory programming courses

Cited by 22 publications

References 23 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Imikode

On the Use of Semantic-Based AIG to Automatically Generate Programming Exercises

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