Enhancing student engagement through simulation in programming sessions

Abstract

Purpose The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions. Findings Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions. Research limitations/implications Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment. Originality/value This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education

“…The findings of our previous research (Isiaq & Jamil, 2018) indicated a strong relationship between behavioural, cognitive and emotional dimensions of student engagement in simulation-based programming sessions. We found simulation capable of facilitating personalised learning, engagement and links between learning content and students' future work and profession.…”

Creating Memories and Engagement in College Student Through Virtual Reality

“…The following hypothesis is proposed: H5: Pleasantness of the Experience is positively associated with Memory Student engagement is the main outcome proposed in the current study. The pleasure of being in a VR environment may develop in students a motivation to be more cognitively, emotionally and behaviourally open to learn (Criado & Such, 2011;Isiaq & Jamil, 2017). We suggest that: H6: Pleasantness of the Experience is positively associated with Student Engagement As emotions contribute to generating memories and may develop the motivation to be engaged, memories of positive events are vehicles that lead students to repeat the experiences and keep them motivated and open to learning more (Itani et al 2019;Loureiro 2014).…”

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

“…Both teachers and researchers use the concept of engagement as a predictor for learning (e.g. Abrahamsson et al, 2019;Isiaq & Jamil, 2018). However, there are still some discrepancies in how engagement is identified and defined.…”