Learning Programming With Augmented Reality‐Based Editor: A Dynamic Code Visualisation Approach

ABSTRACT Background Students experience higher‐order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the diffi...

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Veröffentlicht in:Journal of computer assisted learning Jg. 41; H. 1
Hauptverfasser: Aydin, Merve, Çakiroğlu, Ünal
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Chichester, UK John Wiley & Sons, Inc 01.02.2025
Wiley Subscription Services, Inc
Schlagworte:
Animation
augmented and virtual reality
Augmented reality
Cognitive Processes
Editing
Error analysis
Error reduction
human–computer interface
Learning
Learning Processes
Performance tests
Programming
secondary education
Students
teaching/learning strategies
Visualization
ISSN:0266-4909, 1365-2729
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Zusammenfassung:ABSTRACT Background Students experience higher‐order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process. Objectives This study aimed to create an augmented reality‐based programming editor and evaluate its contributions to learning programming. Text‐based programming codes developed by the students on the editor were instantly visualised through a traffic metaphor in dynamic visualisation via augmented reality. The findings of this study highlight the significance of a novel usage of augmented reality in shaping cognitive processes during the programming learning process. Methods An exploratory case study was adopted in the study. Participants voluntarily selected 15 students in the same secondary school's 4th and 5th grades. The data to determine the programming performances were collected via a programming performance test and analysed with the rubric created by the authors. Interviews and screen recordings were employed to determine the factors that had a role in the programming learning process. Results and Conclusions The results indicated that teaching programming using the augmented reality‐based editor has positively contributed to learning programming. The editor's scenario, animation, and error display features incorporated with an authentic dynamic visualisation were remarkable in this contribution. The editor also contributed to reducing students' efforts to create schemas for programming by bringing the context closer to reality throughout the programming process.
Bibliographie:Funding
The study is funded by Trabzon University Scientific Research Unit by the grant number 21TAP00179.
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ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.13093