A Conceptual Model for Learning to Program in Introductory Programming Courses

Ali, Azad

doi:10.28945/1078

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…Malik & Coldwell-Neilson [23] presented a model using ADRI to help novices overcome problems in choosing the right problem-solving strategies. Ali [24] introduced a model based on a modified version of the system development lifecycle (SDLC), where students solve tasks through the planning, coding, and output phases.…”

Section: Framework and Modelsmentioning

confidence: 99%

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

et al. 2021

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Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming.

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Section: Framework and Modelsmentioning

confidence: 99%

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

et al. 2021

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“…Educators have indicated that, in educational computer games, the teaching content is presented vividly and interestingly, and hence attracts students to learn (Dickey 2011b;Garris et al 2002). Ali (2009) indicated that in an educational computer game learning contents are abstracted and presented graphically, allowing pupils to comprehend the concepts to be learned and the questions to be resolved more easily.…”

Section: Digital Game-based Learningmentioning

confidence: 99%

The interplay of students’ creative behavior and learning style during digital game based learning

Zisimatou¹,

Ζησιμάτου²

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Σκοπός αυτής της διατριβής ήταν να διερευνήσει την αλληλεπίδραση μεταξύ της μάθησης βάσει ψηφιακών παιχνιδιών και της δημιουργική συμπεριφορά των μαθητών. Αυτή η διατριβή αποτελείται από πέντε διαφορετικές μελέτες. Μια ποιοτική μελέτη (11 συνεντεύξεις), μια πιλοτική φάση και 3 πειραματικές μελέτες. Τριακόσια πέντε παιδιά δημοτικού σχολείου (N = 305) ηλικίας 11-12 ετών δημοτικού σχολείου αποτέλεσαν το αρχικό δείγμα της έρευνας. Σε αυτήν την έρευνα χρησιμοποιήθηκαν ψυχομετρικές τεχνικές για τη συλλογή ποσοτικών και μετρήσιμων δεδομένων. Το Honey and Mumford's Learning Style Questionnaire (LSQ) χρησιμοποιήθηκε για την αξιολόγηση των μαθησιακών στυλ των ατόμων. Για τον ίδιο σκοπό, χρησιμοποιήσαμε επίσης το LSI: Elementary Learning Styles Inventory από τους Stetson and Associates (2004). Η δημιουργικότητα των μαθητών αξιολογήθηκε χρησιμοποιώντας την Τεχνική Συναινετικής Αξιολόγησης από την Teressa Amabile (1983). Οι αναλύσεις δεδομένων έδειξαν ότι η χρήση ψηφιακών παιχνιδιών ήταν πιο αποτελεσματική όσον αφορά την ανάπτυξη της δημιουργικότητας των μαθητών σε μαθηματικές έννοιες σε σχέση με τισ παραδοσιακές μεθόδους διδασκαλίας. Πιο συγκεκριμένα, αποδείχθηκε ότι άτομα που είχαν κατηγοριοποιηθεί ως πραγματιστές (Pragmatist) είτε ως ακτιβιστών(Activist) βάσει του LSQ και ως Κιναισθητικοί(Kinesthetic) βάση του LSI επηρεάστηκαν πιο θετικά από τα περιβάλλοντα μάθησης ψηφιακών παιχνιδιών. Η διάρκεια της παρέμβασης βρέθηκε επίσης να διαδραματίζει σημαντικό ρόλο όσον αφορά την αποτελεσματικότητα της.

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Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach

Hwang

Hung

Chen

2013

Education Tech Research Dev

192

101

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A Conceptual Model for Learning to Program in Introductory Programming Courses

Cited by 6 publications

References 13 publications

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

The interplay of students’ creative behavior and learning style during digital game based learning

Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach

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