Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation

Abstract

Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful examples while they were performing their program generation tasks. It is hypothesized that during practice, the direct availability of examples in the form of incomplete computer programs facilitates the acquisition of programming language templates, especially because students cannot complete a program without carefully studying it so that “mindful abstraction” is explicitly provoked. Data in this study on learning outcomes support this hypothesis: the completion group showed a superior use of programming language templates in both a program construction test and a multiple choice test that measured the knowledge of language statements.

GeogDL: a web-based approach to geography examination revision

“…Personalizing the context improves learning by helping students interpret and interrelate important information in the familiar versus abstract problem statements (Mayer, 1984). In addition, the use of solutions and supplementary resources in GeogDL and G-Portal is consistent with research demonstrating that transfer of complex problem-solving skills is facilitated with the introduction of worked examples to an assignment (Cooper & Sweller, 1987;Van Merriënboer & de Croock, 1992;Paas & Van Merriënboer, 1994). In Paas' and Van Merriënboer's (1994) study for example, subjects who trained with readily-available worked examples in the solution of geometrical problems in computer numerically controlled machinery programming had better transfer performance than with those training with conventional problems-solving conditions in which the solutions to problems were available only after subjects attempted the problems.…”

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

“…Rather than presenting learners with full worked examples, partially completed examples can be used with learners required to complete the missing moves. This procedure partially uses someone else's knowledge as a central executive to reduce random generation of moves and is as effective as using full worked examples (Paas 1992;Paas and Van Merriënboer 1994;Van Merriënboer 1990;Van Merriënboer and de Croock 1992;Van Merriënboer and Krammer 1987;Van Merriënboer, Schuurman, de Croock and Paas 2002).…”

Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction

“…Several suggestions have been made how to design example-based instructional settings in order to foster a profitable utilization of worked-out examples, including structuring examples according to their subgoals (Catrambone, 1998), presenting multiple examples with different surface features (Quilici & Mayer, 1996), or presenting incomplete examples that have to be completed by learners (Van Merrienboer & de Croock, 1992).…”