Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education

Abstract

The learning of programming using simulation involves unique educational environments and human factors. However, research in this field has been mainly centred on the efficacy of the simulation tool whereas there is a lack of comparative studies between the associated teaching and learning procedures. To address the gap, this study facilitates an evidence-driven discussion on learning and teaching, as well as their relationship, in simulation-based programming education. Investigation areas include virtual and physical environments of simulation sessions, relevant learning enablers and impediments, and roles of students and faculty members in the process. The study followed qualitative methodology using focus groups and semi-structured interviews. Thirty-seven students and four lecturers on a computing course at a British university shared experiences and perceptions on simulation-based programming sessions. The data were analysed thematically and through cross-evaluation. The findings have provided fresh insights on several enabling and challenging aspects of simulation-based programming education. On the one hand, visualisation, consistency of learning procedures, and student engagement emerged as empowering factors. On the other, the negative implications of collaborative tasks, students' attention diversion while shifting between virtual and physical environments of learning, and lecturers' over-emphasis on technology in teaching preparation, appeared as challenges. The paper contributes to understanding the advantages and challenges of using simulation in programming education. It suggests essential teaching principles and their application procedures, which add value to the overall computing education at tertiary level. The learning is transferrable among other engineering programmes and academic disciplines that use simulation for educational purposes.

Application of simulation and virtual reality to production learning

“…Even so, the implementation reflects great improvements in many areas starting with the learning of the contents of the subject, the involvement of students to work more actively, more entertaining classes, greater involvement of students and facilitating the learning process among others. Therefore, it is clear that it is necessary to promote the integration of new digital tools, as is the case of simulation and virtual reality, and requested in many other studies (C ozar-Guti errez and S aez-L opez, 2016;Jamil and Isiaq, 2019;Rafiq et al, 2022;Young et al, 2012).…”

Trends in Technology-Enhanced Online Learning for Low Achievers in Introductory Programming: A Systematic Literature Review

“…Another recent study done by Xinogalos et al (2020) has also investigated the used of LMS, automated assessment tool and tutoring systems in the OOP learning environments. Jamil and Isiaq (2019) also has incorporated the simulation-based programming where visualization technology is utilized in enriching the teaching and learning process. Nevertheless, there is still lack of reviews being done in integrating TEL to overcome the issues and challenges faced in teaching and learning of introductory programming, specifically for low achievers to cope and strive in this subject.…”

Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

“…Studies in science education indicate that teachers lack appropriate pedagogical skills in using computer simulations in inquiry-based teaching and learning process (Bingimlas, 2009;Kafyulilo & Keengwe, 2013;Kihoza et al, 2016). Apart from technological barriers associated with computer simulations and animations, non-technological issues for example lesson planning, task selection, instructional procedures for inquiry, content knowledge and assessment techniques are among the pedagogical barriers to using computer simulations and animations (Jamil & Isiaq, 2019;Kelly et al, 2016;Nxumalo-Dlamini & Gaigher, 2019;Smetana & Bell, 2012). As a result, this has hindered the development of science process skills among learners vital for application in life (Kinyota, 2020).…”