Self-Explanation Effect of Cognitive Load Theory in Teaching Basic Programming
Gespeichert in:
| Veröffentlicht in: | Journal of Information Systems Education vol. 35, no. 3 (Summer 2024), p. 303 |
|---|---|
| 1. Verfasser: | |
| Weitere Verfasser: | , , |
| Veröffentlicht: |
EDSIG
|
| Schlagworte: | |
| Online-Zugang: | Citation/Abstract Full Text Full Text - PDF |
| Tags: |
Keine Tags, Fügen Sie das erste Tag hinzu!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3093914534 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1055-3096 | ||
| 022 | |a 2574-3872 | ||
| 022 | |a 1055-3104 | ||
| 024 | 7 | |a 10.62273/GMIV1698 |2 doi | |
| 035 | |a 3093914534 | ||
| 045 | 2 | |b d20240701 |b d20240930 | |
| 084 | |a 50955 |2 nlm | ||
| 100 | 1 | |a Sandoval-Medina, Carlos | |
| 245 | 1 | |a Self-Explanation Effect of Cognitive Load Theory in Teaching Basic Programming | |
| 260 | |b EDSIG |c Summer 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Learning basic programming concepts in computer science-related fields poses a challenge for students, to the extent that it becomes an academic-social problem, resulting in high failure and dropout rates. Proposed solutions to the problem can be found in the literature, such as the development of new programming languages and environments, the inclusion of virtual and augmented reality, gamification, automatic grading tools, and intelligent tutoring systems, among others. However, most of these solutions do not explicitly describe the application of some learning theory, instead, they focus on new technologies. Cognitive Load Theory (CLT) is an instructional design theory that aligns the design of instructional materials with human cognitive architecture using 17 design guidelines to optimize learning. The goal of this research is to design, develop, and test instructional materials to support the teaching and learning of basic programming, measuring their effectiveness compared to traditional materials, based on the selfexplanation effect of CLT. To compare the instructional materials, a quasi-experimental design with homogeneous groups was used, involving students from the Autonomous University of Aguascalientes. The results indicate a positive impact of the use of CLT-based instructional materials, either through the application of a single effect or the combination of two effects such as worked example and self-explanation. | |
| 610 | 4 | |a Autonomous University of Aguascalientes | |
| 653 | |a Augmented reality | ||
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Computer science | ||
| 653 | |a Memory | ||
| 653 | |a Instructional materials | ||
| 653 | |a Instructional design | ||
| 653 | |a Software industry | ||
| 653 | |a Learning theory | ||
| 653 | |a Cognitive load | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Tutoring | ||
| 653 | |a Programming languages | ||
| 653 | |a Virtual reality | ||
| 653 | |a Educational objectives | ||
| 653 | |a Knowledge | ||
| 653 | |a Educational materials | ||
| 653 | |a Design of experiments | ||
| 653 | |a Information processing | ||
| 653 | |a Design optimization | ||
| 653 | |a Gamification | ||
| 653 | |a Learning | ||
| 653 | |a Virtual environments | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a College students | ||
| 653 | |a Research design | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Cognition | ||
| 653 | |a Theory | ||
| 653 | |a Homogeneity | ||
| 653 | |a Teaching | ||
| 653 | |a Languages | ||
| 653 | |a Learning theories | ||
| 653 | |a Dropping out | ||
| 653 | |a Intelligence | ||
| 653 | |a Communicative language teaching | ||
| 653 | |a Materials | ||
| 653 | |a Long Term Memory | ||
| 653 | |a Learning Processes | ||
| 700 | 1 | |a Arévalo-Mercado, Carlos Argelio | |
| 700 | 1 | |a Muñoz-Andrade, Estela Lizbeth |u Department of Electronic Systems Autonomous University of Aguascalientes Aguascalientes, México | |
| 700 | 1 | |a Muñoz-Arteaga, Jaime |u Department of Information Systems Autonomous University of Aguascalientes Aguascalientes, México | |
| 773 | 0 | |t Journal of Information Systems Education |g vol. 35, no. 3 (Summer 2024), p. 303 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3093914534/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3093914534/fulltext/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3093914534/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |