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
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 language | English |
|---|---|
| Pages (from-to) | 105-117 |
| Number of pages | 13 |
| Journal | International Journal of Information and Learning Technology |
| Volume | 35 |
| Issue number | 2 |
| Early online date | 31 Dec 2009 |
| DOIs | |
| Publication status | Published - 5 Mar 2018 |