Design science research applied to difficulties of teaching and learning initial programming

Figueiredo, José; García‐Peñalvo, Francisco José

doi:10.1007/s10209-022-00941-4

Cited by 7 publications

(2 citation statements)

References 35 publications

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“…In the proposal of Figueiredo and García-Peñalvo [17], the authors address the challenges in teaching and learning initial programming, a task known for its difficulty and high dropout rates. The authors propose a comprehensive solution using the Design Science Research Methodology, introducing the HTProgramming tool.…”

Section: Impact Of Covid-19 On Education and Teaching Strategiesmentioning

confidence: 99%

Sustainable development, usability and accessibility in educational strategies during the global pandemic

García-Holgado,

Moreira,

Fonseca

2024

Univ Access Inf Soc

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affected by the digital transformation. Vint Cerf, the past Association for Computing Machinery (ACM) president, sees an "awesome responsibility!" as "our profession and the products it creates will have a prominent role in shaping our post − COVID-19 society". These products referenced by Vint Cerf lead to digital innovations, the development of 5th generation wireless networks (5G), artificial intelligence (AI) [machine learning (ML) and deep learning (DL)], and the Internet of Things (IoT), as well as digital security capabilities such as blockchain, have created an extraordinary ecosystem for new opportunities in several activities sectors.This special issue emphasizes the transformation of education due to both the global pandemic and how the SDGs are being adapted in this context. The new strategies in education must be usable and accessible by all users (students, teachers, family, end-users) taking into account, that the new reality is merging face-to-face, virtual and mixed learning environments, systems, and technologies, arising new problems of use or access that need scientific analysis for effective and further solutions, for example the increase dropout rate concern, among others.This UAIS special issue follows the work started following the edition of a number of previous special issues [1-5],

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Section: Impact Of Covid-19 On Education and Teaching Strategiesmentioning

confidence: 99%

Sustainable development, usability and accessibility in educational strategies during the global pandemic

García-Holgado,

Moreira,

Fonseca

2024

Univ Access Inf Soc

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“…there is only 1 student whose score reaches the minimum completeness criteria, which is 75 out of 29 class VII students. Science learning occurs due to lack of success in understanding the concepts and skills of scientific work (Fuhrmeister, 2020;Kaya et al, 2022;Figueiredo et al, 2022).…”

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confidence: 99%

Factors Caused Difficulty in Learning Science for Students

Novianti

Sari²,

Afza³

2022

Journal Of Biology Education Research (JBER)

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This research is motivated by the problems found in class in terms of internal and external factors. Internal factors include that students are not motivated to learn they prefer to play games than repeat lessons, then many students are not interested in learning science. On external factors, namely learning facilities are not yet complete such as the unavailability of school laboratories so that the learning process is less effective. This results in low learning outcomes obtained by students. This study aims to determine the factors that cause learning difficulties in science for seventh grade students viewed from internal and external factors. This type of research is descriptive qualitative research. All members of the population were used as research samples using total sampling technique. The instrument used in this study was a questionnaire consisting of 71 statement items. From the results of the study, it can be concluded that the internal factors that most influence students' learning difficulties are physical factors with a percentage of 50.44% (difficult), while the external factors that most influence students' learning difficulties are community factors with a percentage of 55.13 % (difficult), so that the overall average learning difficulties of class in science learning are 58.85% (difficult).

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Decoding Student Error in Programming: An Iterative Approach to Understanding Mental Models

Gallego-Durán,

Compañ-Rosique,

Villagrá-Arnedo

et al. 2023

Lecture Notes in Computer Science

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Design science research applied to difficulties of teaching and learning initial programming

Cited by 7 publications

References 35 publications

Sustainable development, usability and accessibility in educational strategies during the global pandemic

Sustainable development, usability and accessibility in educational strategies during the global pandemic

Factors Caused Difficulty in Learning Science for Students

Decoding Student Error in Programming: An Iterative Approach to Understanding Mental Models

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