Project-Based Learning Technology: An Example in Programming Microcontrollers

Nurbekova, Zhanat; Tolganbaiuly, Talant; Nurbekov, Bahyt; Yesengazyevna, Sagimbayeva Ainur Yesengazyevna; Kazhiakparova, Zhadira

doi:10.3991/ijet.v15i11.13267

Cited by 16 publications

(14 citation statements)

References 4 publications

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“…However, low-performing students in this study had a positive attitude toward collaboration. erefore, getting students to write code together in pairs or small groups can enhance students' programming performance and confidence [52][53][54]. Pair programming produces more rapid and effective solutions than solo programming [75].…”

Section: Discussionmentioning

confidence: 99%

“…In addition to motivating the students, instructors should provide novices with fundamental skills and simple problem solving before starting the course so that novices have the background needed to understand basic programming. Previous studies have suggested various teaching methods: live coding, gamification, team based-learning, interactive computer tutors, mentor support, peer instruction, and pair programming [47][48][49][50][51][52][53][54]. However, some of these teaching methods do not always succeed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, students with high programming skills will help a partner who has lower programming skills to complete their task [67]. Getting students to write code together in pairs or small groups can also enhance students' programming performance and confidence [52][53][54]. Students with greater collaboration attitudes tend to make more effort and more efficiently solve problems when working collaboratively with others [61].…”

Section: Components Of Attitude Towardmentioning

confidence: 99%

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A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

Amnouychokanant

Boonlue

Chuathong

et al. 2021

Education Research International

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The purpose of this study was to investigate the relationship between students’ attitudes toward programming, gender, and learning performances. The survey used for measuring students’ attitudes toward programming consisted of 20 questions on a five-point Likert scale in five dimensions (meaningfulness, interest in programming, self-efficacy, creativity, and collaboration). Ninety freshmen who had basic programming experience by using block-based programming in the Innovation in Educational Technology course were asked to take the survey. The overall reliability of the survey was found to be 0.93. The results showed that there was no significant difference between male and female freshmen in attitude toward programming, but there was a significant difference among different learning performances in dimensions of interest in programming, self-efficacy, and creativity. We performed pairwise comparisons at the same level of significance by using Fisher’s least significant difference (LSD) method to test which group differs from the other groups. The results found that low-performing students’ attitudes toward programming in dimensions of interest in programming, self-efficacy, and creativity were the lowest of all types of students. This is a challenge for instructors in planning learning activities to encourage low-performing students to have a more positive attitude toward programming.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Components Of Attitude Towardmentioning

confidence: 99%

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A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

Amnouychokanant

Boonlue

Chuathong

et al. 2021

Education Research International

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“…For instance, instead of sorting network, the instructor introduced the sorting algorithm with bubble sort activities, and also controlled the activities duration within 20 min according to the time limitation of the class. The content are required to be taught with Python in China's high school according to the Information Technology Curricula for China's high schools (MOE, 2020). During the instruction and learning processes, in the IDL class, learners received the instructor-directed lecturing with oral presentations to learn programming concepts and algorithms (see Fig.…”

Section: Research Context Participants and Instructional Proceduresmentioning

confidence: 99%

Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

Sun

Ouyang

et al. 2021

IJ STEM Ed

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Background Unplugged programming is proved to be an effective means to foster the learner-centered programming learning. In addition to the final tests, learners’ programming knowledge, skills, and capacities are primarily demonstrated throughout the programming process, particularly in the situation when they encounter challenges and problems. However, few studies examine how learners engage in the programming processes and to what extent unplugged programming fosters learning. This research used a quasi-experimental design to investigate two instructional modes in China’s secondary education, namely, the instructor-directed lecturing and the learner-centered unplugged programming. Based on an analytical framework, this research used mixed methods to compare learners’ knowledge, behaviors, and attitudes under these two instructional modes. Results The research results revealed discrepancies between two instructional modes. First, learners in the unplugged programming class achieved significantly higher scores on the programming knowledge assessment, compared to learners in the traditional lecturing class. Second, compared to the traditional lecturing class, learners in the unplugged programming class had higher test scores of the computational thinking skills, particularly on the cooperativity dimension. Next, discrepancies of in-class behaviors showed that learners in the unplugged programming class had frequent behaviors of listening to the instructor’s instructions and discussing with peers, while learners in the instructor-directed class had frequent behaviors of listening to instructor, taking notes, and irrelevant activities. Learners’ self-reported attitudes in the unplugged programming indicated a higher level of confidence than learners in the traditional lecturing class. Overall, this research revealed that the learner-centered unplugged programming had potential to improve learners’ programming knowledge, behaviors, and attitudes compared to the traditional instructor-directed lecturing of programming. Conclusions As a feasible and easy-to-use instructional activity in computer science education, unplugged programming is encouraged to be integrated in formal education to increase learners’ programming interests, motivations, and qualities. This quasi-experimental research compared learners’ programming knowledge, behaviors, and attitudes under two instructional modes. The results revealed critical discrepancies between two instructional modes on learners’ knowledge gains, in-class behaviors, and changes of attitudes towards programming. Pedagogical and analytical implications were provided for future instructional design and learning analytics of computer programming education.

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“…For example, Aizpun et al (2015) collaborated with Adidas and asked the students to redesign an existing product, allowing them to increase their motivation while working with them. On the other hand, Nurbekova et al (2020) placed students of a microcontrollers programming course in groups with general topics to work on, giving them total freedom to organise themselves and complete the tasks required for their final project. Studies on accounting application in real life (Carrasco et al, 2018), project-based learning mixing professional English teaching and music (Borisova & Letkina, 2019) and the use of the methodology to compare its differences with the traditional way of teaching in universities (Bilgin et al, 2015) are successful examples of how projectbased learning can be applied in multiple fields of study.…”

Section: Project-based Learningmentioning

confidence: 99%

Physical therapy using robotics: A project-based learning experience for undergraduate students

López-Caudana

López-Orozco

Bárbara

et al. 2021

AJET

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The dynamic society we live in requires constant adaptation and innovation on every aspect of our daily lives, allowing us to improve the necessities of different people by doing it. For this study, we used a new approach with project-based learning to go beyond the typical environment in higher education and bring solutions to real-life scenarios. The project was developed with undergraduate engineering students in collaboration with a rehabilitation institute in Mexico City to design a physical therapy routine using the NAO robot. It allowed interaction between young patients in real time and fostered empathy while developing a final usable product. The study measured the usability of the robotic platform during the rehabilitation sessions and the reproducibility of the project through Cronbach's alpha evaluation. The usability results show a higher interest in the project from both the patients and the medical staff involved while constructing the material needed to develop a product that matches the standards given by the rehabilitation institute. Implications for practice or policy: Therapists could change traditional approaches to caregiving while adopting new technological methodologies using robots. Higher education students could supplement their school curricula with real-case scenarios such as creating innovative therapy sessions for people with physical disabilities. Schools might need to collaborate with a wide range of institutions to provide technological solutions to real problems.

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Project-Based Learning Technology: An Example in Programming Microcontrollers

Cited by 16 publications

References 4 publications

A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

Physical therapy using robotics: A project-based learning experience for undergraduate students

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