Visualised worked examples for learning introductory programming at tertiary level
The objectives of this study were to design and develop visualised worked examples for introductoryprogramming at tertiary level, evaluate their effectiveness compared to subgoal labelled workedexamples, explore students engagements with visualised worked examples, and explore studentspreferences an...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=5814 |
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| Summary: | The objectives of this study were to design and develop visualised worked examples for introductoryprogramming at tertiary level, evaluate their effectiveness compared to subgoal labelled workedexamples, explore students engagements with visualised worked examples, and explore studentspreferences and perceptions of the two types of worked examples. Quasi-experiment was conductedwith 87, 79, and 78 students in three sessions in an introductory programming course in afoundation programme at a university in Selangor. Test data were collected and analysedusing analysis of covariance and chi square tests. Students engagements with visualisedworked examples were observed and analysed qualitatively. Another intervention wasconducted with 38 students in undergraduate programmes from the same university, who werepresented both types of worked examples. Questionnaire data were collected and analysedquantitatively and qualitatively. The findings of this study showed no significant differences in effectiveness for knowledge and skill development but, forprogramming language and patterns knowledge development, pattern applications weresignificantly associated with type of worked examples ((2)= 16.48, p <.001; (2) = 11.18, p = .004; (1) = 5.07, p = .024). Also, students wereengaged with visualised worked examples. Additionally, 73.7% of the students preferredvisualised worked examples and students perceived that visualised worked examples supported theirunderstanding in various aspects. The conclusion was that visualised worked examples were able tosignificantly reduce the likelihood of wrong or omitted program statements in students patternapplications. Also, students were engaged with visualised worked examples behaviourally,and by implication, cognitively. In addition, visualised worked examples were preferred bymore students with positive perceptions. The implications were that this study extended research onworked example design, employing concepts of attention cueing and learner control, for programmingeducation and provided empirical evidence of worked examplesusage for programming education practice. |
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