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Mindstorms robots and the application of cognitive load theory in introductory programming
- Source :
- Computer Science Education. 23:296-314
- Publication Year :
- 2013
- Publisher :
- Informa UK Limited, 2013.
-
Abstract
- This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated that a truncated interface led to better learning by novice programmers as measured by test performance by participants, as well as enhanced shifts in self-efficacy and lowered perception of difficulty. There was also a transfer effect to another programming environment (Alice). It is argued that the results indicate that for novice programmers, the mere presence on-screen of additional (redundant) entities acts as a form of tacit distraction, thus impeding learning. The utility of CLT to analyse, design and deliver aspects of computer programming environments and instructional materials is discussed.
- Subjects :
- General Computer Science
Multimedia
Instructional design
Computer science
Interface (Java)
business.industry
Computer programming
Usability
computer.software_genre
Education
Human–computer interaction
ComputingMilieux_COMPUTERSANDEDUCATION
Robot
Achievement test
Alice (programming language)
business
computer
Cognitive load
computer.programming_language
Subjects
Details
- ISSN :
- 17445175 and 08993408
- Volume :
- 23
- Database :
- OpenAIRE
- Journal :
- Computer Science Education
- Accession number :
- edsair.doi...........b90c365a135c4a432dcc72cf65ede3b0