Research-based design of the first weeks of CS1

Sorva, Juha; Seppälä, Otto

doi:10.1145/2674683.2674690

Cited by 22 publications

(15 citation statements)

References 34 publications

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“…A nascent trend is to embed PVs within interactive ebooks, in which they illustrate example programs or students' own code [26,7,33,47,49]; similar initiatives have also arisen in the neighboring field of algorithm visualization [36,41]. Ebooks that incorporate interactive "smart learning content" [2,35] such as PVs may be gradually replacing traditional computer science textbooks [19].…”

Section: Program Visualization As a Mediummentioning

confidence: 99%

“…Program authoring is complemented by other forms of practice that have low cognitive load [32] such as [47]). The right-hand column shows the number of PVs with this role in the ebook; the number in parentheses indicates how many of them were part of a small graded assignment (usually one or more MCQs).…”

Section: The Programming Coursementioning

confidence: 99%

“…There are barely any lectures. Sorva and Seppälä [47] have elaborated on some aspects of this pedagogy. An ebook in the form of a web pages has been tailor-made by one of the present authors to suit the course.…”

Section: Bug Analysismentioning

confidence: 99%

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How Do Students Use Program Visualizations within an Interactive Ebook?

Sirkiä

Sorva

2015

Proceedings of the Eleventh Annual International Conference on International Computing Education Research

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We investigated students' use of program visualizations (PVs) that were tightly integrated into the electronic book of an introductory course on programming. A quantitative analysis of logs showed that most students, and beginners especially, used the PVs, even where the PV did not directly affect their grade. Students commonly spent more time studying certain steps than others, suggesting they used the PVs attentively. Nevertheless, substantial numbers of students appeared to gloss over some key animation steps, something that future improvements to pedagogy may address. Overall, the results suggest that integrating PVs into an ebook can promote student engagement and has been fairly successful in the studied context. More research is needed to understand the differences between our results and earlier ones, and to assess the generalizability of our findings.

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Section: Program Visualization As a Mediummentioning

confidence: 99%

Section: The Programming Coursementioning

confidence: 99%

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How Do Students Use Program Visualizations within an Interactive Ebook?

Sirkiä

Sorva

2015

Proceedings of the Eleventh Annual International Conference on International Computing Education Research

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“…When lecturer asks novice student to solve a problem individually in early learning phases that could make them exhausted, that could strain their working memory; however, it is recommended to teach student step-by-step tutorial, first, of how an expert solves those problems (worked examples). Recent studies have shown that worked-examples improve learning (33), and student engagement (34).…”

Section: Cognitive Load Theorymentioning

confidence: 99%

Social Worked-Examples Technique to Enhance Student Engagement in Program Visualization

Al-Sakkaf¹

2019

Baghdad Sci.J

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Learning programming is among the top challenges in computer science education. A part of that, program visualization (PV) is used as a tool to overcome the high failure and drop-out rates in an introductory programming course. Nevertheless, there are rising concerns about the effectiveness of the existing PV tools following the mixed results derived from various studies. Student engagement is also considered a vital factor in building a successful PV, while it is also an important part of the learning process in general. Several techniques have been introduced to enhance PV engagement; however, student engagement with PV is still challenging. This paper employed three theories—constructivism, social constructivism and cognitive load to propose a technique for enhancing student engagement with program visualisation. The social worked-examples (SWE) technique transforms the traditional worked-example into a social activity, whereby a greater focus is placed on the collaboration role in constructing students’ knowledge. This study identified three principles that could enhance student engagement through the SWE technique: active learning, social collaboration and low-load activity.

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“…The design of the learning activities and the ebook text are based on research findings concerning the particular difficulties that students have when learning introductory programming and the nonviable conceptions that students may have when programming concepts. Given that many of these misconceptions and difficulties are related to the "hidden" execution-time behavior of programs and the so-called notional machine (Sorva, 2013), we make concerted efforts to help students form a viable conception of program execution using a combination of interactive program visualization and practice tasks (Sorva and Seppälä, 2014).…”

Section: Instructional Designmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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Research-based design of the first weeks of CS1

Cited by 22 publications

References 34 publications

How Do Students Use Program Visualizations within an Interactive Ebook?

How Do Students Use Program Visualizations within an Interactive Ebook?

Social Worked-Examples Technique to Enhance Student Engagement in Program Visualization

New Ways to Teach and Learn in China and Finland

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