12,548 research outputs found
Improving the viability of mental models held by novice programmers
Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference. This paper proposes a constructivist-based teaching model, integrating a cognitive conflict strategy with program visualization, with the aim of improving novice programmersā mental models. The results of a preliminary empirical study suggest that, for the relatively straightforward concept of assignment, tight integration of program visualization with a cognitive conflict event that highlights a studentās inappropriate understanding can help improve studentsā non-viable mental models. 14 out of 18 participants who held non-viable mental models of the assignment process successfully changed their model to be viable as a result of the proposed teaching model
Second Life as a Learning and Teaching Environment for Digital Games Education
Previous studies show that online virtual worlds can contribute to the social aspects of distance learning, improve student engagement, and enhance studentsā experience as a whole [4]; [3]. This paper reviews previous research of using online virtual worlds in teaching and learning,
compares Second Life with traditional classroom sessions and the Blackboard, and discusses the benefits and problems of using virtual environments in the post-sixteen education
and how they affect studentsā learning. It also reports a study of using Second Life as an educational environment for teaching games design at undergraduate level, and investigates the impacts and implications of online virtual
environments on learning and teaching processes and their application to digital games education. The sample was 27 first year students of the Computer Games Modelling and Animation course. Studentsā views on using Second Life for
learning and teaching were collected through a feedback questionnaire. The results suggest that virtual learning environments like Second Life can be exploited as a motivational learning tool. However, problems such as identify issues and lacking of role markers may change student behaviour in virtual classroom. We discuss this
phenomenon and suggest ways to avoid it in the preparation stage
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