TY - GEN
T1 - Meta-analysis to study the impact of learning engagement strategies in introductory computer programming courses
T2 - 2021 ACM Southeast Conference, ACMSE 2021
AU - Ramasamy, Vijayalakshmi
AU - Narasareddygari, Mourya Reddy
AU - Walia, Gursimran
AU - Allen, Andrew
AU - Duke, Debra
AU - Kiper, James
AU - Davis, Debra
N1 - Publisher Copyright:
© 2021 ACM.
PY - 2021/4/15
Y1 - 2021/4/15
N2 - Various Learning Engagement Strategies (LESs) have been used in CS education to motivate students and facilitate learning. More recently, LESs are being used to support programming pedagogy. Therefore, investigating the influence that the multiple attributes of LESs used as instruction interventions have on students' academic performance is a fertile educational research area. For the past few years, a group of CSEd researchers across three different U.S. institutions have been using a cyberlearning environment (incorporating LESs) to promote student learning and engagement in introductory programming courses. While there have been researches on independent studies on particular LES, the current paper is a meta-analysis of the effectiveness of various combinations of Learning Engagement Strategies (LESs) across different student groups using a series of studies conducted across these three separate institutions over a period of time. Specifically, we investigate the impact of different combinations of LESs such as collaborative learning (CL), gamification (G), and social interaction (SI) embedded in a cyberlearning environment on student understanding of programming concepts in an introductory programming course. In terms of findings that can be generalized across institutions and students, we found that using LESs had a positive impact on student engagement and learning especially when using SI and G in combination.
AB - Various Learning Engagement Strategies (LESs) have been used in CS education to motivate students and facilitate learning. More recently, LESs are being used to support programming pedagogy. Therefore, investigating the influence that the multiple attributes of LESs used as instruction interventions have on students' academic performance is a fertile educational research area. For the past few years, a group of CSEd researchers across three different U.S. institutions have been using a cyberlearning environment (incorporating LESs) to promote student learning and engagement in introductory programming courses. While there have been researches on independent studies on particular LES, the current paper is a meta-analysis of the effectiveness of various combinations of Learning Engagement Strategies (LESs) across different student groups using a series of studies conducted across these three separate institutions over a period of time. Specifically, we investigate the impact of different combinations of LESs such as collaborative learning (CL), gamification (G), and social interaction (SI) embedded in a cyberlearning environment on student understanding of programming concepts in an introductory programming course. In terms of findings that can be generalized across institutions and students, we found that using LESs had a positive impact on student engagement and learning especially when using SI and G in combination.
KW - CS1
KW - Cyberlearning environment
KW - Learning engagement strategies
KW - Meta-analysis
UR - http://www.scopus.com/inward/record.url?scp=85106418791&partnerID=8YFLogxK
U2 - 10.1145/3409334.3452060
DO - 10.1145/3409334.3452060
M3 - Conference article
AN - SCOPUS:85106418791
T3 - Proceedings of the 2021 ACMSE Conference - ACMSE 2021: The Annual ACM Southeast Conference
SP - 40
EP - 46
BT - Proceedings of the 2021 ACMSE Conference - ACMSE 2021
PB - Association for Computing Machinery, Inc
Y2 - 15 April 2021 through 17 April 2021
ER -