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An increase in student motivation is often cited as an expected effect of software visualization, but, as far as the authors are aware, no controlled experiments have yet demonstrated this. This paper therefore presents a controlled evaluation of this effect, conducted within the framework of self-determination theory. Students were tasked with removing redundant recursion in a multiple recursive algorithm. The experimental group (N=19) used the SRec program visualization system, while the control group (N=17) could use any programming tool in which they were proficient, such as BlueJ or Eclipse. The increase in motivation was measured by the difference between student scores in preand post-tests of their motivation. Statistically significant increases were observed for the two more determined forms of motivation, intrinsic motivation (p=.01) and extrinsic motivation via identified regulation (p=.03). Student feedback about their subjective acceptance of SRec reinforced these results. These findings give experimental support to expectations for software visualization in terms of motivation. Several paths for future work are identified, in particular, the need for more experiments under various conditions to achieve deeper understanding of the motivational effect of program visualization.

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.

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