The study aimed to create a MOOC-ready system to help students learn the fundamentals of programming course using the C language for free. The student has to learn the course with less management from the instructor b...
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ISBN:
(纸本)9781450372206
The study aimed to create a MOOC-ready system to help students learn the fundamentals of programming course using the C language for free. The student has to learn the course with less management from the instructor but with full support. Moodle was the learning management system used in the development of the course. Because of its powerful tools and extensive set of plugins, real-time teaching-learning feedback and adaptive learning method when answering programming problems were the system's distinctive features. The Moodle plugin CodeRunner was used to test the intended learning outcomes of the course. To check the efficiency and effectiveness of the system, an evaluation was conducted with the faculty members that had been teaching the course and students that had already taken up the course. There were six attributes that best describe an effective MOOC (namely: content structure, participatory, distributed, pedagogy, assessment and duration). The result was very satisfactory.
Higher Education programming courses usually present high levels of student failure and drop-out rates. Given this context, the use of educational video games is proposed as a strategy to increase the students' mo...
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Higher Education programming courses usually present high levels of student failure and drop-out rates. Given this context, the use of educational video games is proposed as a strategy to increase the students' motivation and engagement, thus helping diminish such rates. However, there is a lack of empirical studies examining such effects, especially when they are proposed outside the formal curriculum (i.e., extracurricular) and when the students are enrolled in different Higher Education bachelors. This paper presents a cross-sectional study following a between-subjects design with 315 students (168 assigned to the experimental condition, 147 to the control condition) enrolled in one of the following bachelors: B.S. in Computer Science (where programming is a core subject), and B.S. in Statistics (where it is not). The study spanned two consecutive academic years. The outcomes were evaluated through a pre-/post-test schema and comparison of final course results to measure the effect on learning (objective assessment) and a survey to get the students' perceptions (subjective assessment). In addition, the level of participation was analyzed and compared between bachelors, considering the optional nature of the activity. Results show statistically significant differences in learning outcomes between the students in the experimental condition and those in the control group, without clear differences between Bachelors (the results are positive for both). In the subjective assessment and participation, the results are also positive, but, in this case, statistically significant differences between bachelors have been observed. These positive outcomes suggest its potential applicability to other Higher Education and Engineering courses.
This paper describes a teaching experience based on ludic environments: video game and 3D animation environment, to provide students with a motivating environment for the first computer programming course. One problem...
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This paper describes a teaching experience based on ludic environments: video game and 3D animation environment, to provide students with a motivating environment for the first computer programming course. One problem that exists in many Latin American countries is that educators who teach the basic programming course find that for most students, computer programming is a completely new subject. We found that an approach based on ludic environments that takes into account the styles of visual and kinesthetic learning to teach basic programming concepts is more effective and motivating.
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