Development and evaluation of an engaging web-based content sequencing system for learning basic programming

Development and evaluation of an engaging web-based content sequencing system for learning basic programming

Java basic programming is one of programming languages that is offered to students as a compulsory course for Information Technology or Computer Science programs. This subject requires students to learn skills and techniques of programming rather than theoretical concepts. Usually, students have pr...

Full description

Saved in:
Bibliographic Details
Main Author: Noor 'Aqilah, Halim
Format: Thesis
Language:eng
eng
Published: 2014
Subjects:
LB2300 Higher Education
QA76 Computer software
Online Access:https://etd.uum.edu.my/4382/1/s812687.pdf
https://etd.uum.edu.my/4382/7/s812687_abstract.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-uum-etd.4382
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Katuk, Norliza
topic LB2300 Higher Education
QA76 Computer software
spellingShingle LB2300 Higher Education
QA76 Computer software
Noor 'Aqilah, Halim
Development and evaluation of an engaging web-based content sequencing system for learning basic programming
description Java basic programming is one of programming languages that is offered to students as a compulsory course for Information Technology or Computer Science programs. This subject requires students to learn skills and techniques of programming rather than theoretical concepts. Usually, students have problems to capture and understand the content of the course which resulted in low performance or withdrawal from the program and even the education system. In general, web-based learning can be used as a tool to improve learning including programming courses. A specific instance of web-based learning; called content sequencing systems have a high potential to provide adaptive learning for programming languages. Adaptive content sequencing systems analyze individual difference of students and sequence the learning contents based on the students’ needs. By addressing students’ individual differences, it helps students to be actively engaged in the learning process. An engagement is a key element in learning. In this research, the level of students’ engagement is measured using "flow theory". This theory suggested three cognitive conditions when one is doing a particular activity, namely flow (engaged), boredom, and anxiety. Engagement occurs when an individual has an equal level of skill with the given level of challenge. Anxiety and boredom occur when there is unequal level of challenge and skill. The fundamental concepts of the theory are represented in a user interface design by imposing a component known as "flow buttons". The used of the buttons is described as Skill-Challenge Balancing (SCB) technique and it is adapted in a web-based learning system called "LearnJava". It incorporates SCB where its main components are a user interface design and a sequencing engine. Based on this technique, the students’ level of knowledge will be evaluated and analyzed to identify their current level of skill. The technique will sequence the learning contents based on the students’ current level of skill to keep them engage in the web-based learning. An experimental study was conducted to evaluate how effective SCB in helping students to engage in web-based learning. The results suggested that the SCB technique improved students’ engagement in web-based learning.
format Thesis
qualification_name masters
qualification_level Master's degree
author Noor 'Aqilah, Halim
author_facet Noor 'Aqilah, Halim
author_sort Noor 'Aqilah, Halim
title Development and evaluation of an engaging web-based content sequencing system for learning basic programming
title_short Development and evaluation of an engaging web-based content sequencing system for learning basic programming
title_full Development and evaluation of an engaging web-based content sequencing system for learning basic programming
title_fullStr Development and evaluation of an engaging web-based content sequencing system for learning basic programming
title_full_unstemmed Development and evaluation of an engaging web-based content sequencing system for learning basic programming
title_sort development and evaluation of an engaging web-based content sequencing system for learning basic programming
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2014
url https://etd.uum.edu.my/4382/1/s812687.pdf
https://etd.uum.edu.my/4382/7/s812687_abstract.pdf
_version_ 1747827727360065536
spelling my-uum-etd.43822022-08-03T02:17:58Z Development and evaluation of an engaging web-based content sequencing system for learning basic programming 2014 Noor 'Aqilah, Halim Katuk, Norliza Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB2300 Higher Education QA76 Computer software Java basic programming is one of programming languages that is offered to students as a compulsory course for Information Technology or Computer Science programs. This subject requires students to learn skills and techniques of programming rather than theoretical concepts. Usually, students have problems to capture and understand the content of the course which resulted in low performance or withdrawal from the program and even the education system. In general, web-based learning can be used as a tool to improve learning including programming courses. A specific instance of web-based learning; called content sequencing systems have a high potential to provide adaptive learning for programming languages. Adaptive content sequencing systems analyze individual difference of students and sequence the learning contents based on the students’ needs. By addressing students’ individual differences, it helps students to be actively engaged in the learning process. An engagement is a key element in learning. In this research, the level of students’ engagement is measured using "flow theory". This theory suggested three cognitive conditions when one is doing a particular activity, namely flow (engaged), boredom, and anxiety. Engagement occurs when an individual has an equal level of skill with the given level of challenge. Anxiety and boredom occur when there is unequal level of challenge and skill. The fundamental concepts of the theory are represented in a user interface design by imposing a component known as "flow buttons". The used of the buttons is described as Skill-Challenge Balancing (SCB) technique and it is adapted in a web-based learning system called "LearnJava". It incorporates SCB where its main components are a user interface design and a sequencing engine. Based on this technique, the students’ level of knowledge will be evaluated and analyzed to identify their current level of skill. The technique will sequence the learning contents based on the students’ current level of skill to keep them engage in the web-based learning. An experimental study was conducted to evaluate how effective SCB in helping students to engage in web-based learning. The results suggested that the SCB technique improved students’ engagement in web-based learning. 2014 Thesis https://etd.uum.edu.my/4382/ https://etd.uum.edu.my/4382/1/s812687.pdf text eng public https://etd.uum.edu.my/4382/7/s812687_abstract.pdf text eng public masters masters Universiti Utara Malaysia Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman. Azemi, A. (1997). Developing an active learning environment with courseware approach. In the Proceedings of the 27th Frontier in Education Conference, Pittsburgh, PA, pp. 1179– 1184. IEEE. Barikzai, S. (2003). Designing Reusable Java Teaching Modules. Retrieved on June 5, 2013 from http://www.docstoc.com/docs/ 17897039/Designing-a-reusable-Java-Teaching- module. Ben-Ari, M. (2001). Constructivism in computer science education. Journal of Computers in Mathematics and Science Teaching, 20(1), 45–73. Ben-David Kolikant, Y., & Pollack, S. (2004). Establishing computer science norms among high school students. Computer Science Education, 14(1), 21–35. Brusilovsky, P. (2004). KnowledgeTree: A distributed architecture for adaptive elearning. In the Proceedings of The Thirteenth International World Wide Web Conference, WWW 2004(Alternate track papers and posters), New York, NY, 17-22 May, 2004, ACM Press, pp. 104- 113. Bulger, M. E., Mayer, R. E., Almeroth, K. C., & Blau, S. D. (2008). Measuring learner engagement in computer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17(2), 129-143. Callear, D. & King, T. (1997) Using computer-based tests for information science. ALTJournal, 5, 27-31. Chatzopoulou, D. I. & Economides, A. A. (2010). Adaptive assessment of student's knowledge in programming courses. Journal of Computer Assisted Learning, 26(4), 258–269. Chen, C.-M. (2008). Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 51(2), 787-814. Chen, C.-M., Lee, H.-M., & Chen, Y.-H. (2005). Personalized e-learning system using Item Response Theory. Computers & Education, 44, 237–255. Clarke, C. (2003). Towards a Unified e-Learning Strategy. Retrieved on June 5, 2013 from https://www.education.gov.uk/consultations/downloadableDocs/towards%20a%20unified%20e-lear ning%20strategy.pdf. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row Publishers. Dagdilelis, V., Satratzemi, M., & Evangelidis, G. (2004). Introducing secondary education to algorithms and programming. Education and Information Technologies, 9(2), 159–173. Hadjerrouit, S. (1998). A constructivist framework for integrating the Java paradigm into the undergraduate curriculum. ACM SIGCSE Bulletin, 30(3), 105-108. Hadjerrouit, S. (1999). A constructivist approach to object-oriented design and programming. In the Proceedings of ITCSE’99, June 1999, Cracow, Poland, pp. 171-174. Hadjerrouit, S. (2005). Web-based educational software in computer science: Technical and pedagogical usability. In the Proceedings of ED-MEDIA 2005, Montreal, Canada, June 27–July 2, pp. 1139–1144. Hadjerrouit, S. (2007). A blended learning model in Java programming: A design-based research approach. In the Proceedings of the 2007 Computer Science and IT Education Conference, Agder University College, Kristiansand, Norway. Jan 2007, pp. 283-308. Hambleton, R. K., & de Gruiter, D. N. (1983). Application of item response models to criterion referenced test item selection. Journal of Educational Measurement. 20(4), 355-367. Johnson, D.W., Johnson, R.T., & Smith, K.A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The Magazine of Higher Education, 30, 26-35. Karim, N. H. A., & Shah, M. I. A. (2012). Silence is not golden: Investigating classroom participation anxiety among university students. World Applied Sciences Journal, 20(2), 228-235 Katuk, N. (2012). Learning Experience in Dynamic and Non- Dynamic Curriculum Sequencing Systems, Degree of Doctor of Philosophy in Information Technology at Massey University. Katuk, N., & Ryu, H. (2010). Finding an optimal learning path in dynamic curriculum sequencing with flow experience. In the Proceeding of Computer Applications and Industrial Electronics (ICCAIE), 2010 International Conference on (pp. 227-232). IEEE. Katuk, N., Wang, R., & Ryu, H. (2011). Enhancement of learning experience using Skill- Challenge Balancing approach. In D. Wang & M. Reynolds (Eds.), Lecture Notes in Computer Science, (Vol. 7106, pp. 707-716): Springer Berlin/Heidelberg. Kopcha, T., & Sullivan, H. (2008). Learner preferences and prior knowledge in learner controlled computer-based instruction. Educational Technology Research and Development, 56(3), 265-286. Krause, K., & Coates, H. (2008). Students‟ engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493–505. Kuh, G. D. (2001) Assessing what really matters to student learning. Inside the national survey of student engagement. Retrieved on April 13, 2013 from http://cpr.iub.edu/uploads/Assessing_ What_Really_Matters_To_Student_Learning_(Kuh,% 202001).pdf. Lewis, M. & Wray, D. (2000). Literacy in the secondary school London. Educational Review, 51(3), 273–280. Mcdougali, A., & Boyle, M. (2004). Students‟ strategies for learning computer programming: Implications for pedagogy in informatics. Education and Information Technologies, 9(2), 109-116. McKimm, J., Jollie, C., & Cantillon, P. (2003). Web based learning. Retrieved June 5, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11 25774/. Michaelsen, L.K., Knight, A.B., & Fink, L.D. (Eds.) (2002). Team-based learning: A transformative use of small groups in college teaching. Westport, CN: Greenwood Publishing. Michaelsen, L.K., Knight, A.B., & Fink, L.D. (Eds). (2004) Team-based learning, A transformative use of small groups in college teaching. Stylus Publishing: Sterling, VA. Ng, M. H., Armstrong, R., Hall, W., & Maier, P. (2002). JointZone: An Adaptive Webbased Learning Application. Arthritis Research Campaign, UK, educational project grant A0549, Retrieved on June 5, 2013 from http://eprints.soton.ac.uk/256552/1/jointzone- report.pdf. Ntim, S. (2013). Testing the synergy between declarative and procedural knowledge in isomorphic problem solving: A study of 14-16 year olds in Ghana. Journal of Educational and Social Research, 3(3), 129-142. Park, J., Parsons, D., & Ryu, H. (2010). To flow and not to freeze: Applying flow experience to mobile learning. IEEE Transactions on Learning Technologies, 3(1), 56-67. Pollack, S., & Z. Schertz (2003). Supporting project development in CS – the effect on intrinsic and extrinsic motivation. In Proceedings of the Eleventh International PEG Conference, St Petersburg, Russia, June 28- July 1 2003, 5(2), 291-300. Popescu E., Badica C. & Moraret L. (2009) WELSA: An intelligent and adaptive webbased educational system. Retrieved on June 5, 2013 from http://www.ebooksmagz.com/pdf/welsa-an-intellig ent-and-adaptive-web-basededucational-system- 356285.pdf. Riad, A.M, El-Minir, H. K., & El-Ghareeb, H.A. (2009). Review of e-Learning systems convergence from traditional systems to services based adaptive and intelligent systems. Journal of Convergence Information Technology (JCIT), Advanced Institute of Information Technology, 4(2), 108-131. Roberts, M. (2010). Teaching in the multilevel classroom. Retrieved on April 13, 2013 from http://www.pearsonlongman.com/ae/download/ adulted/multilevel_monograph.pdf. Ros, M. Z., & Lizenberg, N. (2005). Sequencing of contents and learning objects. Revista de Educación a Distancia, 15(3). 13-27. Ros, M. Z., & Lizenberg, N. (2006). Sequencing of contents and learning objects – Part II. RED: Revista de Educación a Distancia, 14(2), 14-28. Saadé, R., & Bahli, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model. Information & Management, 42(2), 317-327. Sharma, R., Banati, H., & Bedi, P. (2011). Adaptive content sequencing for e-Learning courses using ant colony optimization. Advances in Intelligent and Soft Computing, 131, 579-590. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B. & Shernoff, E. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. Sheskin, D. (2007). Handbook of parametric and nonparametric statistical procedures: Chapman & Hall/CRC. Shute, V. J., & Zapata-Rivera, D. (2003). Adaptive educational systems. Educational Psychologist, 38(2), 105–114. Stovall, I. (2003). Engagement and online learning. UIS Community of Practice for ELearning. Retrieved on June 9, 2013 from http://otel.uis.edu/copel/ EngagementandOnlineLearning.ppt. Tyma, P. (1998) Why are we using Java again? Communications of the ACM, 41(6), 38–42. Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9(4), 411426. Yusof, N., Zin, N. A. M., & Adnan, N. S. (2012). Java programming assessment tool for assignment module in Moodle e-learning system. In Proceedings of the Social and Behavioral Sciences, 56, pp. 767-773. Zaharias, P., & Poylymenakou, A. (2009). Developing a usability evaluation method for e-learning applications: Beyond functional usability. International Journal of Human-Computer Interaction, 25(1), 75-98.

Similar Items