Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and ca...

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Bibliographic Details
Published in:Informatics in education Vol. 23; no. 2; pp. 279 - 322
Main Authors: Calderon, Ivanilse, Silva, Williamson, Feitosa, Eduardo
Format: Journal Article
Language:English
Published: Vilnius Vilniaus Universiteto Leidykla 01.01.2024
Vilnius University Press
Institute of Mathematics and Informatics
Vilnius University
Subjects:
Active learning
active learning methodologies
CAI
Classrooms
Computer assisted instruction
Computer programming
Context
Cooperative learning
Education
Flipped classroom
Gamification
Higher Education
ICT Information and Communications Technologies
Languages
Learning
Mapping
Pedagogy
Programming languages
Research methodology
Teachers
Teaching
Teaching methods
teaching programming
teaching programming
computer programming
active learning methodologies
ISSN:1648-5831, 2335-8971
Online Access:Get full text
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Summary:Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and categorize the types of methodologies that instructors have adopted for teaching programming. We evaluated 3,850 papers published from 2000 to 2022. The results provide an overview and comprehensive view of active learning methodologies employed in teaching programming, technologies, programming languages, and the metrics used to observe student learning in this context. In the results, we identified thirty-seven different ALMs adopted by instructors. We realized that seventeen publications describe teaching approaches that combine more than one ALM, and the most reported methodologies in the studies are Flipped Classroom and Gamification-Based Learning. In addition, we are proposing an educational and collaborative tool called CollabProg, which summarizes the primary active learning methodologies identified in this SMS. CollabProg will assist instructors in selecting appropriate ALMs that align with their pedagogical requirements and teaching programming context.
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ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2024.11