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Rong, Wenge; Xu, Tianfan; Sun, Zhiwei; Sun, Zian; Ouyang, Yuanxin; Xiong, Zhang – IEEE Transactions on Education, 2023
Contribution: In this study, an object tuple model has been proposed, and a quasi-experimental study on its usage in an introductory programming language course has been reported. This work can be adopted by all C language teachers and students in learning pointer and array-related concepts. Background: C language has been extensively employed in…
Descriptors: Models, Introductory Courses, Programming, Computer Science Education
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Leonard J. Mselle – Discover Education, 2025
In this paper the "Memory Transfer Language" program visualization (MTL PV) technique is combined with "constructivism" ("conceptual contraposition and colloquy") and "reversibility" to evolve a new approach for instructional design for teaching and learning introductory programming. A sample of 1,364…
Descriptors: Introductory Courses, Computer Science Education, Constructivism (Learning), Comparative Analysis
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Brainin, Einat; Shamir, Adina; Eden, Sigal – Journal of Research on Technology in Education, 2022
The study's purpose was to examine the contribution of a programmable robot to an intervention program for promoting spatial ability (spatial relations, visual-memory, mental rotation) of preschool children. Eighty-four participants were randomly assigned to three intervention groups: programmable-robot-based intervention, traditional…
Descriptors: Kindergarten, Young Children, Robotics, Programming
Yamashita, Koichi; Fujioka, Ryota; Kogure, Satoru; Noguchi, Yasuhiro; Konishi, Tatsuhiro; Itoh, Yukihiro – Research and Practice in Technology Enhanced Learning, 2017
Pointers are difficult learning targets for novice learners of C programming. For such difficult targets, introducing a system visualizing program behaviors is generally expected to support learners to understand the targets. However, visualization in existing systems often conceals the concrete value of variables such as pointers; the way in…
Descriptors: Programming, Visual Aids, Memory, Teaching Methods
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Jennifer Lee O'Donnell – Journal of Curriculum and Pedagogy, 2024
Trauma-informed practices in school settings aim to help students understand how past traumas may trigger memories of hurt and neglect, how they can distinguish these earlier memories from the present, so that they can form themselves into healthy, functioning adults. Although approaches adopted thus far may remedy students' cognitive, emotional,…
Descriptors: Trauma Informed Approach, Memory, Adolescents, Emotional Response
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Chou, Te-Lien; Tang, Kai-Yu; Tsai, Chin-Chung – Journal of Educational Computing Research, 2021
Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students' conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students' conceptions of programming learning…
Descriptors: Foreign Countries, College Students, Student Attitudes, Computer Attitudes
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Damar Rais; Zhao Xuezhi – Journal on Mathematics Education, 2024
Python programming is widely employed in educational institutions worldwide. Within the "Merdeka Belajar" curriculum context, this programming is recognized as a suitable vehicle for mathematics instruction, significantly influencing students' motivation and learning outcomes, particularly following periods of educational hiatus. This…
Descriptors: Student Motivation, Learning Motivation, Programming Languages, Student Attitudes
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Mselle, Leonard; Ishengoma, Fredrick – Education and Information Technologies, 2022
In this paper, MTL, an approach for visualization-based pedagogy, is analyzed and contextualized in both Cognitive Load Theory (CLT) and Dual Coding Theory (DCT). Through MTL, lectures, tutorials, laboratory sessions and individual study in learning and teaching programming are all carried out using two cognitive channels; verbal and non-verbal.…
Descriptors: Visualization, Teaching Methods, Cognitive Ability, Learning Theories
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Urlings, Corrie C.; Coppens, Karien M.; Borghans, Lex – Computers in the Schools, 2019
We explored the potential of a robotics application in education as a measurement tool of child executive functioning skills. Sixty-five kindergarteners received assignments to go through a maze with a programmable robot, the Bee-Bot. Via observation we quantified how they solved these tasks. Their performance was successfully aggregated into a…
Descriptors: Robotics, Kindergarten, Programming, Problem Solving
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Nuthmann, Antje; Smith, Tim J.; Engbert, Ralf; Henderson, John M. – Psychological Review, 2010
Eye-movement control during scene viewing can be represented as a series of individual decisions about where and when to move the eyes. While substantial behavioral and computational research has been devoted to investigating the placement of fixations in scenes, relatively little is known about the mechanisms that control fixation durations.…
Descriptors: Simulation, Programming, Cognitive Processes, Visual Stimuli
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Butz, Martin V.; Herbort, Oliver; Hoffmann, Joachim – Psychological Review, 2007
Autonomously developing organisms face several challenges when learning reaching movements. First, motor control is learned unsupervised or self-supervised. Second, knowledge of sensorimotor contingencies is acquired in contexts in which action consequences unfold in time. Third, motor redundancies must be resolved. To solve all 3 of these…
Descriptors: Memory, Redundancy, Motor Development, Psychomotor Skills
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Armoni, Michal; Gal-Ezer, Judith – Mathematics and Computer Education, 2005
When dealing with a complex problem, solving it by reduction to simpler problems, or problems for which the solution is already known, is a common method in mathematics and other scientific disciplines, as in computer science and, specifically, in the field of computability. However, when teaching computational models (as part of computability)…
Descriptors: Teaching Methods, Memory, Computer Science, Computer Simulation
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Acton, William H.; And Others – Journal of Educational Psychology, 1994
Referent structures produced by the instructor, other experts, averaged experts, and the best students were compared with those of 71 college students for their ability to predict examination performance in computer-programming courses and to differentiate among levels of expertise. Differences among expert referents are discussed. (SLD)
Descriptors: College Faculty, College Students, Comparative Analysis, Educational Assessment