Optimizing Instruction for Learning Computer Programming – A Novel Approach

Yousoof, Muhammed; Sapiyan, Mohd

doi:10.1007/978-3-662-46742-8_12

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Both NASA TLX and task completion time showed significant differences between TDL. NASA TLX has been used as a non-physiological measure to discriminate different cognitive load for different programming language [14]. However, based on the lack of statistical difference in the performance measure in TLX sub scale, we can infer that it is difficult for subjects to estimate the TDL, hence showing the necessity to have measures that directly measure the ability.…”

Section: Resultsmentioning

confidence: 99%

Predicting Java Computer Programming Task Difficulty Levels Using EEG for Educational Environments

Palaniappan

Duraisingam

Chinnaiah

et al. 2019

Lecture Notes in Computer Science

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Section: Resultsmentioning

confidence: 99%

Predicting Java Computer Programming Task Difficulty Levels Using EEG for Educational Environments

Palaniappan

Duraisingam

Chinnaiah

et al. 2019

Lecture Notes in Computer Science

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“…Magana et al (2019) reported that a systematic guide to help learners gradually master strategies is required for any complex cognitive process. Given the interrelationship between the cognitive and metacognitive aspects, it is necessary to provide scaffolding that helps novices not only to understand the knowledge required by the problem in the problem-analysis phase (Stachel et al, 2013; Yousoof et al, 2007), but also to plan, monitor, and reflect through the whole problem-solving process. Given that experts use cognitive and metacognitive skills appropriately in complex problem-solving through a high level of self-regulation skills (Loksa et al, 2016), the connection between cognitive and metacognitive processes is very important.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming

Shin

Jung

Zumbach

et al. 2023

Journal of Educational Computing Research

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This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners’ knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: 1) task performance with a traditional WOE (TW), 2) task performance with a faded WOE (FW), 3) task performance with traditional WOE and metacognitive scaffolding (TWM), and 4) task performance with a faded WOE and metacognitive scaffolding (FWM). Over the course of 3 weeks, participants in these four groups were asked to solve programming problems using Python with WOE and metacognitive scaffolding. The results demonstrate that the provision of metacognitive scaffolding with faded WOE (FWM) is the most effective for problem-solving programming and self-regulation skills. In addition, an interaction effect exists between the two treatments for the germane load in FWM. Therefore, results in this study provide empirical insights into ways to effectively apply WOE and metacognitive scaffolding to problem-solving processes for programming-based complex problem-solving, especially for novice learners.

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“…Starting with a review of existing approaches to teaching and learning of programming, this paper proposes a new approach that addresses three key issues. First is the current generation of students who prefer visual approaches; second is the nature of programming courses that cause students, especially novice students, to experience high cognitive load in writing programs [11]- [13]; and third is the nature of programming courses that require active participation of students in building their own knowledge based on existing knowledge [14]- [17]. Thus, this new approach, presented in the form of teaching modules, was built using visual elements and based on two main theories, cognitive load theory and constructivism.…”

Section: Introductionmentioning

confidence: 99%

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

Bakar¹,

Mukhtar²,

Khalid³

2019

IJACSA

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Programming is a skill of the future. However, decades of experience and research had indicated that the teaching and learning of programming are full of problems and challenges. As such educators and researchers are always on the look-out for suitable approaches and paradigms that can be adopted for the teaching and learning of programming. In this article, it is proposed that a visual output approach is suitable based on the current millennials affinities for graphics and visuals. The proposed VJava Module is developed via the application of two main learning theories, which are, the cognitive load theory and constructivism. There are two submodules which consist of eight chapters that cover the topics Introduction to Programming and Java, Object Using Turtle Graphics, Input and Output, Repetition Structure, Selection Structure, More Repetition Structures, Nested Loops and Arrays. To enable Java programs to produce graphical and animated outputs, the MJava library was developed and integrated into this module. The module is validated by three Java programming experts and an instructional design expert on the module content, design and usability aspects.

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Optimizing Instruction for Learning Computer Programming – A Novel Approach

Cited by 5 publications

References 15 publications

Predicting Java Computer Programming Task Difficulty Levels Using EEG for Educational Environments

Predicting Java Computer Programming Task Difficulty Levels Using EEG for Educational Environments

The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

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