The Impact of a 3D Visual Programming Tool on Students' Performance and Attitude in Computer Programming: A Case Study in Jordan

Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was...

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Veröffentlicht in:Journal of cases on information technology Jg. 21; H. 1; S. 52 - 64
1. Verfasser: Al-Tahat, Khalid
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Hershey IGI Global 01.01.2019
Schlagworte:
Academic achievement
Attitudes
Blended learning
Case studies
College students
Colleges & universities
Computer programming
Computer science
Computers
Concepts
Design of experiments
Information technology
Java
Java (Computer program language)
Learning
Learning outcomes
Object oriented programming
Programmers
Programming languages
Quasi-experimental methods
Research design
Science teachers
Secondary schools
Student attitudes
Students
Syntax
Teaching
Visualization
ISSN:1548-7717, 1548-7725
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Zusammenfassung:Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was explored in an introductory computer programming course using Java. Research participants were undergraduate computing students at Arab Open University – Jordan branch. Quasi-experimental design was adopted in this research, where two groups of students were chosen. The findings of this research showed that using Alice has positively impacted on students' performance and attitude towards computer programming and learning OOP concepts. The study suggests the incorporation of Alice in teaching introductory programming courses.
Bibliographie:ObjectType-Case Study-2
SourceType-Scholarly Journals-1
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ISSN:1548-7717
1548-7725
DOI:10.4018/JCIT.2019010104