Adaptive Immediate Feedback for Block-Based Programming: Design and Evaluation

Marwan, Samiha; Akram, Bita; Barnes, Tiffany; Price, Thomas W.

doi:10.1109/tlt.2022.3180984

Cited by 12 publications

(10 citation statements)

References 35 publications

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“…The motivational reinforcement hypothesis states that immediate feedback is what drives a player to keep playing. 42 We think that using this incentive system will result in enjoyable learning. The order of appearance of each fruit is random and when the user doesn't step on it, it will cost him a life.…”

Section: Methodsmentioning

confidence: 99%

Supporting foot interaction of reaction time training system

Zang,

Gai,

et al. 2023

Computer Animation & Virtual

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SummaryReaction time, the ability to detect, process and respond to stimuli, is one of the fundamental factors in human computer interaction, and is a key cognitive skill in clinical and healthy populations. Good reaction time allows us to respond to stimuli and situations with agility and efficiency. How to train and improve a person's reaction time has become an important research question. In this paper, we present a new training genre which combines the user‐centered personalized training objects generation with precise tracking of foot interaction.Virtual objects are created with respect to the user's features and historical training effectiveness, and are in motion. A foot tracking algorithm based on three‐Gaussian model is designed to support interaction with stepping on moving virtual objects. We present the design and implementation of the system, as well as user studies. Findings illustrate that the reaction time performances are significantly improved following of seven days of training based on foot interaction.

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Section: Methodsmentioning

confidence: 99%

Supporting foot interaction of reaction time training system

Zang,

Gai,

et al. 2023

Computer Animation & Virtual

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“…This experimental design, which offers feedback according to whether the student's answer is correct or incorrect, emphasized that the feedback presented instantly supported the programming learning processes in favor of the experimental group. Focusing on programming tasks, Marwan et al [29] informed students about their progress and divided programming tasks into subtasks and subobjectives, calculating in advance the key points to be presented in the process progress. They reported evidence that their feedback system improved students' programming learning.…”

Section: Elaborated Feedback (Ef)mentioning

confidence: 99%

“…Since the syntactic dimension of programming is eliminated by using blocks in BBPPs, the feedback systems regarding both the structural and strategic dimensions of programming knowledge may be more useful for BBPPs. In this way, students can understand the problem‐solving process and think about the ways to solve the problems [29].…”

Section: Introductionmentioning

confidence: 99%

An automatic feedback model for learning programming via block‐based programming platforms

Çakıroğlu¹,

Mumcu²

2023

Comp Applic In Engineering

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Block‐based programming platforms (BBPP) are often introduced to students for teaching programming. To facilitate students learning to program with BBPPs, students need quality feedback. However, BBPPs' feedback systems sometimes fail to support students in learning programming. In this study, a new BBPP, including a novel automatic feedback model, is created to support secondary school students in learning programming concepts and applying problem‐solving strategies for problems in BBPPs better. The proposed feedback model analyses the students' blocks used in BBPPs and compares them with the correct solution by calculating the distance of the codes represented by the block patterns. Teachers' and students' initial evaluations about the BBPP were generally positive and promising. The proposed model is considered to have the potential for practical application in the design and implementation of the feedback model for BBPPs. We hope that the findings of this study will assist in the future design and implementation of feedback for BBPPs to facilitate the structural and strategic knowledge dimensions of programming.

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“…Block-based programming (BBP) is increasingly being incorporated into the field of K-12 CT and computer science education, and has been adopted for fostering more positive experiences of novices in programming (Jiang et al, 2022; Marwan et al, 2022). BBP adopts a visual approach that utilizes a programming-command-as-puzzle-piece metaphor to assist novices in understanding and mastering the programming process (Lin & Weintrop, 2021; Weintrop & Wilensky, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is worth noting that some components of the attractive interface of a BBP environment may be problematic for implementing programming tasks (Çakiroğlu et al, 2018). Some recent research has revealed positive effects on novices’ problem-solving abilities in the BBP contexts (Weng et al, 2022), whereas others have declared that they may face uncertainty when programming, resulting in lower learning performance and in missing opportunities to correct their errors (Marwan et al, 2022). Furthermore, Çakiroğlu et al (2018) claimed that cognitive load in the cognitive process of programming has attracted considerable attention, and assigning the scene and sprites on a BBP interface may induce extraneous cognitive load.…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering Computational Thinking and Problem-Solving in Programming: Integrating Concept Maps Into Robot Block-Based Programming

Chen,

Chung

2023

Journal of Educational Computing Research

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Computational thinking (CT) has gained considerable attention and in-depth discussion over the last two decades. Although the significance of CT has been highlighted, it could be challenging for educators to teach CT. Fortunately, adopting robots in education has been evidenced to be of benefit to promoting students’ learning motivation, CT, and higher-order thinking skills. However, several significant factors affecting students’ programming performances in robot-assisted learning activities have been identified, such as cognitive needs and organization. In this study, a CMR-BBP (concept map robot block-based programming) approach was designed by integrating concept maps into robot block-based programming to enhance students’ programming learning. Moreover, a three-group experiment was carried out in an elementary school to evaluate their learning outcomes. The experimental results revealed that the CMR-BBP approach benefited the students’ perceptions of their computational thinking and problem solving in comparison with the R-BBP (robot block-based programming) and C-BBP (conventional block-based programming) approaches. Furthermore, regarding cognitive load, both the CMR-BBP and R-BBP approaches enhanced the students’ germane cognitive load, while the CMR-BBP approach effectively reduced their extrinsic cognitive load. This study could be a notable reference for designing other courses in conjunction with programming learning activities.

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Adaptive Immediate Feedback for Block-Based Programming: Design and Evaluation

Cited by 12 publications

References 35 publications

Supporting foot interaction of reaction time training system

Supporting foot interaction of reaction time training system

An automatic feedback model for learning programming via block‐based programming platforms

Fostering Computational Thinking and Problem-Solving in Programming: Integrating Concept Maps Into Robot Block-Based Programming

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