Searching for just a few words should be enough to get started. If you need to make more complex queries, use the tips below to guide you.
Article type: Research Article
Authors: Stachel, John | Marghitu, Daniela | Brahim, Taha Ben | Sims, Roderick | Reynolds, Larry | Czelusniak, Vernon
Affiliations: Department of Computer Science and Software Engineering, Auburn University, Auburn, AL, USA | Department of Education, Capella University, Minneapolis, MN, USA
Note: [] Corresponding author. Email: Daniela.Marghitu@auburn.edu Tel: (+1)334-8446386
Abstract: Research on techniques for teaching computer programming to novice learners has suggested that introducing programming concepts and theories is extremely difficult because the learners have to assimilate syntactical methods of the programming language as well as their interface to the programming world. Computer programming for the novice requires the understanding of a variety of different areas such as logic and mathematical concepts, syntax, the language interface, algorithms, flowcharts, and pseudocode associated with programming theory, which can overwhelm the learner and increase levels of stress and frustration (cognitive load). The central theme of this research was to examine the effects of scaffolding tools on cognitive load levels as participants completed laboratory assignments within a Visual Basic for Applications programming course, and to compare final course grades in Phase I and Phase II of the research. Participants were asked to evaluate their cognitive load as they completed assignments throughout the course. Course grades were also collected because all students in Phase I of the research eventually received the scaffolding tool prior to the final exam. Phase I of this study showed that within the major groups of online and face-to-face learners, and the subgroups of treatment and control, some benefit (as determined by the statistical means) was obtained by the use of the scaffolding tool to reduce cognitive load and improve laboratory scores. In the second phase of this research the students did not receive the scaffolding tool. A comparison of Phase I and Phase II indicates that the Group with the Scaffolding Tool (Phase I) experienced lower levels of cognitive load and attained higher laboratory and course scores than did the Group without the Scaffolding Tool.
Keywords: Cognitive load, engineering programming, scaffolding tools, traditional courses, distance learning courses
DOI: 10.3233/jid-2013-0004
Journal: Journal of Integrated Design and Process Science, vol. 17, no. 1, pp. 37-54, 2013
IOS Press, Inc.
6751 Tepper Drive
Clifton, VA 20124
USA
Tel: +1 703 830 6300
Fax: +1 703 830 2300
sales@iospress.com
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
IOS Press
Nieuwe Hemweg 6B
1013 BG Amsterdam
The Netherlands
Tel: +31 20 688 3355
Fax: +31 20 687 0091
info@iospress.nl
For editorial issues, permissions, book requests, submissions and proceedings, contact the Amsterdam office info@iospress.nl
Inspirees International (China Office)
Ciyunsi Beili 207(CapitaLand), Bld 1, 7-901
100025, Beijing
China
Free service line: 400 661 8717
Fax: +86 10 8446 7947
china@iospress.cn
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
如果您在出版方面需要帮助或有任何建, 件至: editorial@iospress.nl