Novice Programmers and the Problem Description Effect
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|Title:||Novice Programmers and the Problem Description Effect||Authors:||Bouvier, Dennis
Becker, Brett A.
|Permanent link:||http://hdl.handle.net/10197/9085||Date:||13-Jul-2016||Abstract:||It is often debated whether a problem presented in a straightforward minimalist fashion is better, or worse, for learning than the same problem presented with a real-life or concrete context. The presentation, contextualization, or problem description has been well studied over several decades in disciplines such as mathematics education and psychology; however, little has been published in the field of computing education. In psychology it has been found that not only the presence of context, but the type of context can have dramatic results on problem success. In mathematics education it has been demonstrated that there are non-mathematical factors in problem presentation that can affect success in solving the problem and learning. The contextual background of a problem can also impact cognitive load, which should be considered when evaluating the effects of context. Further, it has been found that regarding cognitive load, computer science has unique characteristics compared to other disciplines, with the consequence that results from other disciplines may not apply to computer science, thus requiring investigation within computer science.||Type of material:||Conference Publication||Publisher:||ACM||Start page:||103||End page:||118||Copyright (published version):||2016 ACM||Keywords:||Context; Novice programmers; CS1||DOI:||10.1145/3024906.3024912||Language:||en||Status of Item:||Peer reviewed||Is part of:||Proceedings of the 2016 ITiCSE Working Group Reports (ITiCSE '16)||Conference Details:||Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, Arequipa, Peru, July 09 - 13, 2016|
|Appears in Collections:||Computer Science Research Collection|
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