Exploring Two Worked Example Designs for Learning Introductory Programming from Students’ Perspectives
Keywords:Worked examples, signalling, programming education
Worked examples are effective for learning problem solving but, only if students engage with the content. An approach to promote engagement is through signalling. This study compared worked example designs for learning introductory programming using two approaches for signaling: labelled and visualised. It explored students’ preferences and perceptions of the designs through a crossover design where students were exposed to both worked example designs. Data was collected through a questionnaire. Quantitative analysis showed that more students favoured visualised design. Qualitative analysis showed that students found both designs helped to understand the solution. Additionally, visualised worked examples also helped in understanding the problem, the relationship between problem and solution, as well as the programming process. Other differences were also identified.
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Copyright (c) 2020 Mariam Nainan, Balamuralithara Balakrishnan, Ahmad Zamzuri Mohamad Ali
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