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Mindstorms Robots and the Application of Cognitive Load Theory in Introductory Programming
- Source :
-
Computer Science Education . 2013 23(4):296-314. - Publication Year :
- 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.
Details
- Language :
- English
- ISSN :
- 0899-3408
- Volume :
- 23
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Computer Science Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1023099
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/08993408.2013.847152