Enhancing student engagement through simulation in programming sessions

Sakirulai Isiaq, Md Golam Jamil

Research output: Contribution to journalArticle

Abstract

Purpose
The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.

Design/methodology/approach
An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.

Findings
Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.

Research limitations/implications
Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.

Originality/value
This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

Keywords:
Programming, Student engagement, Classroom environment, Engagement dimensions (behavioural, emotional and cognitive), Meaningful learning, Simulator
Original languageEnglish
Pages (from-to)105-117
Number of pages13
JournalInternational Journal of Information and Learning Technology
Volume35
Issue number2
Early online date31 Dec 2009
Publication statusPublished - 2018

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Simulators
programming
Students
simulation
student
classroom
cognitive learning
Statistical methods
Teaching
research approach
statistical analysis
learning
environmental factors
Planning
planning
university
methodology

Cite this

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title = "Enhancing student engagement through simulation in programming sessions",
abstract = "PurposeThe purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.Design/methodology/approachAn exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.FindingsResults show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.Research limitations/implicationsStudent engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.Originality/valueThis study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.Keywords:Programming, Student engagement, Classroom environment, Engagement dimensions (behavioural, emotional and cognitive), Meaningful learning, Simulator",
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}

Enhancing student engagement through simulation in programming sessions. / Isiaq, Sakirulai; Jamil, Md Golam.

In: International Journal of Information and Learning Technology, Vol. 35, No. 2, 2018, p. 105-117.

Research output: Contribution to journalArticle

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T1 - Enhancing student engagement through simulation in programming sessions

AU - Isiaq, Sakirulai

AU - Jamil, Md Golam

PY - 2018

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AB - PurposeThe purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.Design/methodology/approachAn exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.FindingsResults show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.Research limitations/implicationsStudent engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.Originality/valueThis study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.Keywords:Programming, Student engagement, Classroom environment, Engagement dimensions (behavioural, emotional and cognitive), Meaningful learning, Simulator

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