Developing a Web-based Simulation-Based Learning System for Enhancing Concepts of Linked-List Structures in Data Structures Curriculum

Lai, Ah-Fur; Wu, Ting‐Ting; Lee, Gon-Yi; Lai, Horng-Yih

doi:10.1109/aims.2015.38

Cited by 6 publications

(2 citation statements)

References 4 publications

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“…When the relevant literature is examined, it is seen that there are very few studies in which science education is designed by integrating technology into the 5E learning model. However, there are studies in which technologies such as augmented reality (Abdusselam et al, 2018), robotics (Cakir & Guven, 2019), interactive simulation (Lye et al, 2014) and mobile learning (Celik et al, 2020;Lai et al, 2015) are adapted to the science teaching process through the 5E learning model.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

Koray,

Bilgin

2023

Sci Insights Educ Front

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This study was carried out to determine the effect of Scratch-based coding applications integrated into the 5E learning model used in science teaching on students’ computational thinking skills and self-efficacy towards block-based programming. In addition, students’ perceptions of the activity were measured after each Scratch activity, which was applied at different stages of the course and with different difficulty. The study employed the pretest-posttest control group less design, one of the quasi-experimental methods. The study sample consist of 22 6th grade students attending a public school in Turkey located in a district center in the Eastern Black Sea region. The study was carried out in a five-week period in the 2022-2023 academic years. Computational thinking scale and robotics attitude scale, self-efficacy perception scale related to block-based programming and activity perception scale were used as data collection tools. The data were analyzed using the dependent samples t-test. The findings suggest that computational thinking skills level of students and their self-efficacy perception related to block-based programming increased significantly with the Scratch-based activities integrated into 5E learning model applied in science subjects. In addition, students have positive attitudes towards these activities. Thus, it is recommended to apply Scratch-based coding applications in teaching science subjects.

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Section: Introductionmentioning

confidence: 99%

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

Koray,

Bilgin

2023

Sci Insights Educ Front

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“…Finally, the authors of [16] performed classification on spelling mistakes in two categories, i.e., orthographic and phonological errors. Concerning computer programming, the researchers perform error diagnosis for identifying either syntax or logic errors, by employing different intelligent techniques, such as fuzzy logic, periodical advice delivery about program's behavior, concept maps, highlighting similarities [20][21][22][23][24][25][26]. It must be noted that all the aforementioned mistakes (e.g., grammatical or vocabulary in language learning systems, and syntax or logical in programming learning systems) may emerge from different causes, such as negligence or incomplete knowledge [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

A Cognitive Diagnostic Module Based on the Repair Theory for a Personalized User Experience in E-Learning Software

2021

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This paper presents a novel cognitive diagnostic module which is incorporated in e-learning software for the tutoring of the markup language HTML. The system is responsible for detecting the learners’ cognitive bugs and delivering personalized guidance. The novelty of this approach is that it is based on the Repair theory that incorporates additional features, such as student negligence and test completion times, in its diagnostic mechanism; also, it employs a recommender module that suggests students optimal learning paths based on their misconceptions using descriptive test feedback and adaptability of learning content. Considering the Repair theory, the diagnostic mechanism uses a library of error correction rules to explain the cause of errors observed by the student during the assessment. This library covers common errors, creating a hypothesis space in that way. Therefore, the test items are expanded, so that they belong to the hypothesis space. Both the system and the cognitive diagnostic tool were evaluated with promising results, showing that they offer a personalized experience to learners.

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Learning Through Simulations: The Ship Simulator for Learning the Rules of the Road

Jose¹,

Liu²,

Louis³

et al. 2019

16th International Conference on Information Technology-New Generations (ITNG 2019)

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Developing a Web-based Simulation-Based Learning System for Enhancing Concepts of Linked-List Structures in Data Structures Curriculum

Cited by 6 publications

References 4 publications

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

A Cognitive Diagnostic Module Based on the Repair Theory for a Personalized User Experience in E-Learning Software

Learning Through Simulations: The Ship Simulator for Learning the Rules of the Road

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