The affordances of virtual world technologies to empower the visualisation of complex theory concepts in computer science: Enhancing success and experience in higher education

Abstract:This research targeted complex abstract concepts in Computer Science and focused on bringing about the visualisation of such concepts using virtual world technologies. The research proposed the use of virtual world elements to support the understanding and learning of six computer science subjects having difficult theory concepts at the Higher Education level.The researcher decided to choose Higher Education as the platform for this research, due to the significant need to understand and learn complex abstract concepts of Computer Science at this level. The framework of the research is Higher Education within Further Education, which was chosen for its challenging nature with regards to students’ background and the level of additional support required for their success.The Second Life virtual world was selected and utilised to build purposely designed and scripted scenarios to empower the visualisation of complex theory concepts of the selected computer science subjects. These scenarios were embedded, in a predetermined order, within the curriculum delivery of a number of selected Computer Science modules from a Foundation Degree and a BSc (Hons) in Computing Programmes in a FE college in England. The research activities were carried out in two academic years, 2012/2013 and 2013/2014, in order to involve more students and obtain additional data to effectively, and more accurately, answer the research questions.The research aimed at identifying the extent to which using virtual world technologies to visualise difficult theory concepts in Computer Science subjects, might enhance students' learning and achievement. The research outcomes provided positive answers to the four research questions, which pursued the extent to which the visualisation of such concepts using Second life virtual world might, 1) facilitate students’ understanding of the complex abstract concepts in their HE Computer Science subjects, 2) increase students’ engagement in their HE Computer Science sessions, 3) enhance affective quality (to include elements such as appeal, enjoyment, interest and appreciation), and 4) improve student’s achievement (i.e. grades) in the targeted modules.In answer to these questions, the research outcomes showed that subject difficulty was reduced by 25% and around three quarters of students acknowledged enhanced learning in the virtual environment. Seventy percent of students acknowledged becoming more engaged in their study sessions that were carried out in virtual worlds, and more than three quarters of students acknowledged enhanced affective quality. Finally, around 85% of the modules covered by the research witnessed improved students’ achievement (i.e. higher grades).The researcher explained potential use, advantages and limitations of employing Second Life in Higher Education in general and HE Computer Science in particular, and provided recommendations to academic institutions that are interested in applying such virtual world technologies to overcome the challenges involved

Teaching and learning introductory programming : a model-based approach

The dissertation identifies and discusses impact of a model-based approach to teaching and learning introductory object-oriented programming both for practitioners and for computer science education research.Learning to program is notoriously difficult. This dissertation investigates ways to teach introductory object-oriented programming at the university level. It focuses on a model-based approach, describes and argues for this approach and investigates several of its aspects. It gives an overview of the research in teaching introductory programming in an objects-first way. The dissertation also investigates ways for university teachers to share and document best practices in teaching introductory object-oriented programming through pedagogical patterns. The dissertation addresses both traditional young full-time students and experienced programmers (although not in object-orientation) participating in part-time education. It examines whether the same success factors for learning programming apply to a model-based approach as to introductory programming courses in general for full-time students and gives a general overview of research in success factors for introductory programming. Some factors are the same, because students‘ math competence is positively correlated with their success. The dissertation examines how experienced programmers link a model-based programming course to their professional practices. The general answer is that the part-time students do not need to have a direct link to their specific work-practice, they expect to create the link themselves; but the teacher must be aware of the conditions facing the part-time students in industry. Furthermore, the dissertation addresses interaction patterns for part-time students learning model-based introductory programming in a net-based environment. A previously prepared solution to an exercise is found to mediate the interaction in three different ways. Design patterns have had a major impact on the quality of object-oriented software. Inspired by this, researchers have suggested pedagogical patterns for sharing best practices in teaching introductory object-oriented programming. It was expected that university teachers‘ knowledge of pedagogical patterns was limited, but this research proved that to be wrong; about half of the teachers know pedagogical patterns. One of the problems this dissertation identifies is the lack of a structuring principle for pedagogical patterns; potential users have problems identifying the correct patterns to apply. An alternative structuring principle based on a constructivist learning theory is suggested and analysed