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ERIC Number: EJ1215757
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1449-5554
EISSN: N/A
Using a Visualisation-Based and Progressive Learning Environment as a Cognitive Tool for Learning Computer Programming
Peng, Jun; Wang, Minhong; Sampson, Demetrios; van Merriƫnboer, Jeroen J. G.
Australasian Journal of Educational Technology, v35 n2 p52-68 2019
Project-based learning (PjBL) has been widely promoted in educational practice, for example, computer programming education. While PiBL may help learners to connect abstract knowledge with authentic practice, the complexity of completing an authentic project may overwhelm learners, making them unable to achieve the desired learning outcomes. This study proposes a visualisation-based and progressive learning environment as a cognitive tool to support PjBL of programming. The cognitive tool is designed to externalise the complex process of completing a realistic programming project. It aims to scaffold the complex project process, foster effective thinking and reflection, and allow the teacher to track and give feedback on individual performance throughout the project process. Moreover, simple-to-complex sequencing of whole-task projects is incorporated into the cognitive tool to support progressive learning with authentic projects. Senior college students participated in this study by completing a project-based programming learning module using the proposed cognitive tool. The results showed that after incorporating the simple-to-complex approach, the visualisation-based cognitive tool is more effective in improving students' programming performance and better perceived by students in terms of its support for scaffolding and articulating the complex project process.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A