An interactive programming learning environment supporting paper computing and immediate evaluation for making thinking visible and traceable

Computer programming is essential nowadays but still challenging to learn due to its invisible thinking. Current programming environments are mostly designed for operating on computers directly to learn concrete programming, but this approach lacks the support for clarifying learners' thinking...

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Vydané v:Interactive learning environments Ročník 32; číslo 9; s. 5253 - 5266
Hlavní autori: Zhuang, YungYu, Lin, Yu-Hsuan, Liyanawatta, Mahesh, Saputro, Andito Haryo, Utami, Yuniati Dwi, Wang, Jen-Hang
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 20.10.2024
Taylor & Francis Ltd
Predmet:
board games
Cognitive Processes
Computer programming
Computers
Creative Thinking
Digitization
Environment
Games
immediate evaluation
Interactive systems
Learning
making thinking visible
Paper board
paper computing
Programming
Programming environments
School environment
tangible programming
ISSN:1049-4820, 1744-5191
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Shrnutí:Computer programming is essential nowadays but still challenging to learn due to its invisible thinking. Current programming environments are mostly designed for operating on computers directly to learn concrete programming, but this approach lacks the support for clarifying learners' thinking processes. On the other hand, using paper and pens shows usability in developing creative thinking, but it cannot help verify learners' thinking results due to its nature. To benefit from both paper and computers, we developed an interactive programming learning environment consisting of a paper board game, a computer system, and a digitalization mechanism. Learners can use the learning environment to draw down their thinking results and verify them by comparing them with the evaluation on the computer system immediately. Two experiments were conducted to compare this learning environment with paper board games and computer programming environments, respectively. The experimental results show that the subjects who learn in our environment can learn to program better than those who learn with the other two. The proposed environment is easy to prepare for learners in a classroom as their first step to programming learning. It can help learners cross over from paper board games for computational thinking to computer programming environments.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2023.2212709