Dual-Modality Instruction and Learning

Blanchard, Jeremiah; Gardner-McCune, Christina; Anthony, Lisa

doi:10.1145/3328778.3366865

Cited by 11 publications

(13 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Two studies, one by Blanchard et al (2019) and the other by Alrubaye et al (2019), suggest that learning a hybrid language, for 8 th graders and undergraduates, respectively, can facilitate the subsequent learning of a simple text-based language. At the college level, Blanchard et al (2020) found that the use of a hybrid BBL in a CS1 course benefited students on course assessments of reading and writing Java code but not on a validated assessment of programming concepts, compared to students who received solely text-based instruction.…”

Section: Cognitive Rationale For Using Bbls To Prepare Programmersmentioning

confidence: 98%

Hybrid and Non-Hybrid Block-Based Programming Languages in an Introductory College Computer-Science Course

Hsu

Gainsburg

2021

Journal of Educational Computing Research

View full text Add to dashboard Cite

Block-based programming languages (BBLs) have been proposed as a way to prepare students for learning to program in more sophisticated, text-based languages, such as Java. Hybrid BBLs add the ability to view and edit the block commands in auto-generated, text-based code. We compared the use of a non-hybrid BBL (Scratch), a hybrid BBL (Pencil Code), and no BBL across three sections of an introductory CS course that taught Java programming, to determine whether either type of BBL offered cognitive or affective advantages for learning Java. Students in the BBL groups were surveyed about their perceptions of each BBL in terms of ease of use and helpfulness in learning Java, and all three groups were compared on their performance in Java programming. The results showed that, in this introductory CS course, neither type of BBL offered an advantage in preparing students for learning Java. These results held regardless of the students’ level of Java knowledge prior to the course.

show abstract

Section: Cognitive Rationale For Using Bbls To Prepare Programmersmentioning

confidence: 98%

Hybrid and Non-Hybrid Block-Based Programming Languages in an Introductory College Computer-Science Course

Hsu

Gainsburg

2021

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…Data were extracted from 18 articles, which were published between 1989 and 2020. However, there has been a slight increase in the number of publications in recent years, with the largest number of publications occurring in 2020 [Hansen & Richland, 2020;Tomlinson et al, 2020;Blanchard et al, 2020]. This demonstrates that there is still research on the subject being carried out today.…”

Section: Resultsmentioning

confidence: 99%

“…The number of ER used varied between 2 and 7. In the SMS, 44.44% publications used two ER [Hansen & Richland, 2020;Coste et al, 2011;Begolli et al, 2018;Bodemer & Faust, 2006;Huff et al, 2010;Schank & Hamel, 2004;Fan et al, 2016;Blanchard et al, 2020]. One of the reasons why most studies use two ER may be related to the dual-coding theory discussed in the study [Fan et al, 2016].…”

Section: Number Of External Representationsmentioning

confidence: 99%

Multiple external representations for executive functions: a systematic mapping study

Santiago

Oliveira²,

Pimentel³

2022

Anais Do XXXIII Simpósio Brasileiro De Informática Na Educação (SBIE 2022)

View full text Add to dashboard Cite

The use of multiple external representations (MER) in the empowerment of executive functions (EF) was identified and characterized through a systematic mapping. EF are part of the human learning triad, contributing to the development of complex executive skills. Learners may have difficulty developing EF, and can benefit from MER. Data from 18 articles were extracted. Most MER systems used two external representations, verbal-textual and visual-graphical, through desktop applications. In relation to EF, the most considered component was working memory. We identified the need for further research that considers the effects of MERs on cognitive flexibility and inhibition, and the impact of mobile devices to the exhibition of MERs.

show abstract

“…Java: [17] Python: [37] (mSCS1), [58] MATLAB: [2, 3] (MCS1) German: [66,67] Finnish: [15] With the rise of block-based programming environments, questions have been raised about how block-based programming and block-based programming with text-based programming (dualmodality programming) compare to text-based programming. For a study comparing dual-modality programming environments and instruction with text-based approaches to instruction, participant learning was measured via the SCS1 assessment and course exams for 673 undergraduates in a semester-long CS1 course [5]. The study found that students performed better on course exams when they were taught using dual-modality representations and were provided dual-modality tools.…”

Section: To Learn Aboutmentioning

confidence: 99%

Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1

Parker

Guzdial

Tew³

2021

Proceedings of the 17th ACM Conference on International Computing Education Research

View full text Add to dashboard Cite

Validated instruments of knowledge are important for creating an accepted and shared measurement for the most important part of education -student learning. The Force Concept of Inventory from Physics Education Research has had a significant impact across STEM education. The Foundational CS1 (FCS1) and Second CS1 (SCS1) assessments were created and validated to further computing education research. Now, ten years after the publication of the FCS1 assessment and five years after the release of the SCS1 assessment, we can trace the use and the impact that these validated instruments have had on the needs and knowledge of the computing education community. In this paper, we examine how the FCS1 and SCS1 assessments have been used and adapted. We use this discussion to guide a comparison between our field and physics education to give a sense of direction to future research. In looking back on the use of these validated instruments, we can better understand our needs in computing education research and about our future needs in assessment. CCS CONCEPTS• Social and professional topics → Student assessment.

show abstract

Dual-Modality Instruction and Learning

Cited by 11 publications

References 22 publications

Hybrid and Non-Hybrid Block-Based Programming Languages in an Introductory College Computer-Science Course

Hybrid and Non-Hybrid Block-Based Programming Languages in an Introductory College Computer-Science Course

Multiple external representations for executive functions: a systematic mapping study

Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1

Contact Info

Product

Resources

About