Learning programming via worked-examples: Relation of learning styles to cognitive load

Abdul-Rahman, Siti-Soraya; Boulay, Benedict du

doi:10.1016/j.chb.2013.09.007

Cited by 76 publications

(21 citation statements)

References 34 publications

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“…We are also inspired by learning from "worked examples", which has recently attracted much attention [13]. Researchers have found that worked examples provide good opportunities for learners to study and emulate.…”

Section: Assessment Design Strategiesmentioning

confidence: 99%

Eliminating Plagiarism in Programming Courses through Assessment Design

Ngo¹

2016

IJIET

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Abstract-In recent years, plagiarism has become increasingly prevalent in programming courses. As a consequence, there is an enormous amount of research work in the area of preventing and detecting plagiarism. There is a number of tools that are available for automated detection of plagiarism. However, most of the cases must be reviewed by instructors to confirm the conclusions suggested by the tools. This is a labour intensive process which always requires too much time and effort from the instructors. More importantly, it must be highlighted that it is always possible for undetectable plagiarism to occur, no matter how sophisticated the tools available. In this paper, we propose an assessment design method that aims to prevent students from plagiarizing without deep understanding and to promote peer learning. We present our sample design and share some initial results in implementing the method in a programming course.

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Section: Assessment Design Strategiesmentioning

confidence: 99%

Eliminating Plagiarism in Programming Courses through Assessment Design

Ngo¹

2016

IJIET

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“…Certainly, there has been formal research around coding and education. Studies explore how to teach programming in schools (Mathrani & Agate, 2016;Pellas & Efstratios, 2017), universities (Abdul-Rahman & Bendeict, 2014) and now in early childhood settings (Campbell & Walsh, 2017). Studies acknowledge the difficulty of learning coding (Cardell-Oliver, 2014, Bain andBarnes 2014;Guzdial, Hohmann, Konneman, Walton, & Soloway, 1998) and, related to this, how coding might be best introduced in education settings, in terms of how to best teach coding (Merkouris, Chorianopoulo, & Kameas, 2017;Hiltunen, 2016) and which languages and technologies are best introduced first (Pellas & Efstratios, 2017).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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Internationally, coding is increasingly introduced into primary and junior high schools (children generally aged between 5 and 15) on a compulsory basis, though not all stakeholders support this 'initiative'. In response to the public reception, discussion highlights popular argument around compulsory coding in school education. This is an argument between those supportive (hereafter referred to as the Yes case) and those unsupportive of compulsory coding (hereafter referred to as the No case). But more than simply produce a list of arguments, this discussion contributes to our understanding of this reception by identifying the 'discourses' deployed by both cases (namely, digital ubiquity, disadvantage, and habits of mind discourses) and by providing theoretical framings through which these discourses and their potential implications might be differently understood. Using critical discourse analysis to unpack these discourses shows that while both cases hold to key tenets of liberal-humanism, a commitment to the individual subject, liberty and full participation in the social, it is the Yes case with its stronger commitment to children engaging in abstraction that seems to challenge these. Discussion of this difference is framed by the work of Baudrillard around abstraction, not to 'prove' the validity of Baudrillard's thesis concerning the consequences of humanity's deepening engagement with abstraction, but to provide a broader understanding of this debate, in relation to a trajectory of engagement with abstraction that seems set to intensify.

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“…A worked example includes the steps to solve a problem [1], and it has been examined in various instructional procedures and strategies [2,3] and the effectiveness when employed in computer-based learning condition [4]. Renkl [5] note that strong understanding is possible when worked examples used in initial cognitive skill acquisition and when preparing learners for problem-solving skills beforehand by acquiring a basic understanding of the domain.…”

Section: Introductionmentioning

confidence: 99%

Digital Worked Example: an Experiment on Strategies to Enhance Computer Programming Skills

2019

IJRTE

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Learning programming in an example-based learning condition is beneficial to learners with low prior knowledge. This study explored digital worked example (DWE) with an instructional explanation to promote completion strategy and faded worked example (FWE) using screencast technology to promote self-explanation activity. Digital worked example (DWE), integrated with instructional explanation, a complete program that written in C-IDE and saved as a C source file for learners to run and modify to view the output. Fading worked example (FWE) designed to support interactivity using screencast; displays the steps to solve programming problems and fades one or more steps to promote self-explanation effect. Foundation Engineering students enrolled in C programming course for the first time participated in this study. An experiment with a control group (used DWE, n=53) and an experimental group (used FWE, n=51) carried out over seven weeks. Results from this study show that the effect of screencast not significantly effective when transferring basic programming knowledge to gain program writing skills. The DWE with instructional explanation is suitable for novices, and the impact of fading techniques in a worked example (FWE) using screencast is significantly effective in the near transfer performance but not for far transfer performance. However, participant perceived learning experience using worked example with different strategies shows a higher preference for FWE than DWE. The outcome of this study makes room for future research to focus on cognitive overload principles when using screencast technology for a worked example.

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Learning programming via worked-examples: Relation of learning styles to cognitive load

Cited by 76 publications

References 34 publications

Eliminating Plagiarism in Programming Courses through Assessment Design

Eliminating Plagiarism in Programming Courses through Assessment Design

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Digital Worked Example: an Experiment on Strategies to Enhance Computer Programming Skills

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