INTEGRATION OF VISUALIZATION TECHNIQUES AND ACTIVE LEARNING STRATEGY IN LEARNING COMPUTER...

8/12/2019 INTEGRATION OF VISUALIZATION TECHNIQUES AND ACTIVE LEARNING STRATEGY IN LEARNING COMPUTER PROGRAMMING: A PROPOSED FRAMEWORK

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INTEGRATION OF VISUALIZATION TECHNIQUES AND

ACTIVE LEARNING STRATEGY IN LEARNING COMPUTER

PROGRAMMING: A PROPOSED FRAMEWORK

Siti Rosminah MD Derus & Ahmad Zamzuri Mohamad AliFaculty of Art, Computing and Creative Industry

Sultan Idris Education University

Perak, Malaysia

2ndWorld Conferences pn Educational and Instructional Studies

WCEIS 2013Porto Bello Hotel Resort& SPA


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Difficult Complex


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Issues in Programming education

Difficulty in understanding abstract programming characteristicsas well as to relate the program development environment with

real problems.

(Ala-Mutka, 2004)

Limited knowledge to surface and superficial, resulting their inabilityto develop a perfect mental model for problem solution involving the

programming development process.

(Reginamary et al., 2009)

Inability in visualizing the flow of the programming process such as

what happens in computer memory as the program executed.

(Ahmad Rizal, Mohd Yusop, Abdul Rasid, & Mohamad Zaid, 2011)


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Therefore, an effective instructionalstrategy with the aid of appropriate

learning support tool is crucial to ensure

an optimal learning outcome

Issues in Programming education

a learning support tool which can be visually assisting

the students in understanding the behaviour ofprograms .


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Source: http://ville.cs.utu.fi/old/

Program Visualization (PV)


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Evaluation of PV

10(42%)

11(46%)

2

(8%)

1

(4%)

Non_Significant Result

Significant Result

Significant result in which

contribution of AVuncertain

Significant Result in

wrong direction

Meta Analysis by Hundhausen et al., 2002


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Evaluation of PV

10(42%)

11(46%)

2

(8%)

1

(4%)

Non_Significant Result

Significant Result

Significant result in which

contribution of AVuncertain

Significant Result in

wrong direction

Meta Analysis by Hundhausen et al., 2002

Many of those PV

developed, the focus was

on the number of visualized

components instead of how

those visualizations

benefited students

learning.

Passive usage (viewing) of

visualization does not

guarantee better learning

performance and it is really

important to engage learner

actively with visualization tool

throughout the learning activity.


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ACTVE LEARNING STRATEGY

Programming skills cannot be developed unless students were activelyengaged in the learning activities.

Therefore, as PV is beneficial for students to comprehend the abstract concept of

programming, it is essential to administer an active learning strategy in order toguide student to actively engage with the tool.

This can be implemented by utilizing Engagement Taxonomy (ET) proposed by

Naps et al. (2002), the modes by which students could become activeparticipants in exploring programming with a PV.


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SHP-KPT2012 10/

Level Activitiy

No Viewing There is no use of visualization tools

ViewingConsidered the core of student engagement with the visualization tool.

Students only view the behavior of program activities from screen display.

Responding Learner interacts with visualization by responding to visualizations related

questions.

Changing Visualization or state of visualization can be altered.

Constructing Learner can create own visualizations.

Presenting Learner presents visualizations for discussion and feedback.

TABLE 1: ENGAGEMENT TAXONOMY

(Source: Naps et al., 2002)


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OTHERS FACTOR RELATING TO PROGRAMMING

PERFORMANCE

Factors such as students perception and self-efficacy that they are able to

complete tasks, control strategies and learning environment should also be

taken into account.

Self-efficacy is a belief in an individual's capability to organize and perform

necessary actions required to attain designated types of performance(Bandura, 1977).

Apart from learning strategies, there is a requirement of active involvement ofstudents in the learning process, the ability to think logically which affect their

ability to solve problems, thus lead them to develop a program.


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SHP-KPT2012 12/

CONCEPTUAL

FRAMEWORK

Program

Visualization

Cognitive Load

Theory(Sweller,

1988)

Atkinson-Shiffrin

Memory Model

(Atkinson &

Shiffrin, 1971).

Learning Active Strategy (LAS)

LAS (Responding)

LAS (Changing)

LAS (Constructing)

LAS (Presenting)

Logical Ability

- Low Logic (LL)

- High Logic (HL)

Engagement Taxonomy

(Naps et. al , (2002)

Human Memory Model

(Atkinson & Shiffrin, 1971)

Performance

TestSelf-Efficacy

Learning Support Tool


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Program Visualization as learning aids is appropriate to be developed to help

students understand the implementation of the program code.

However, using purely PV without implementing effective learning strategies

and appropriate will not produce optimal learning effect on students'programming performance.

Thus, students should be actively involved using VP for new knowledge and

help them to develop confidence in mastering the basic concepts of

programming.

CONCLUSION


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INTEGRATION OF VISUALIZATION TECHNIQUES AND ACTIVE LEARNING STRATEGY IN LEARNING COMPUTER...

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