Blogs (3) >>
Sat 23 Mar 2024 14:10 - 14:35 at Meeting Room E145 - Pedagogy - Cognitive Learning Chair(s): Pamela Cutter

This paper examines to what extent undergraduate students perform better and experience lower cognitive load when programming in Algot, a visual programming language that supports programming by demonstration, than in the textual programming language Python. To answer this question, we recruited 38 first-semester computer science university students who had received prior instruction in the programming language Python but were unfamiliar with Algot. Participants reviewed a 12-minute video tutorial about Algot and performed the same programming tasks in Python and Algot. We graded student submissions, estimated cognitive load through physiological measures and a validated post-test survey, and evaluated free-form feedback. Students experienced lower negative (extraneous and intrinsic) and higher positive (germane) cognitive load when programming in Algot and scored significantly higher (avg. grades 5.8 and 3.4 on a 10-point scale, respectively), while free-form responses indicated that Algot was well-received by students.

Sat 23 Mar

Displayed time zone: Pacific Time (US & Canada) change

13:45 - 15:00
Pedagogy - Cognitive LearningPapers at Meeting Room E145
Chair(s): Pamela Cutter Kalamazoo College
13:45
25m
Talk
Writing between the lines: how novices construct Java programsGlobal
Papers
Neil Brown King's College London, Victoria Mac King's College London, Pierre Weill-Tessier King's College London, Michael Kölling King's College London
DOI
14:10
25m
Talk
Comparing Cognitive Load Among Undergraduate Students Programming in Python and the Visual Language AlgotGlobal
Papers
Sverrir Thorgeirsson ETH Zurich, Theo B. Weidmann ETH Zurich, Karl-Heinz Weidmann University of Applied Sciences Vorarlberg, Zhendong Su ETH Zurich
DOI
14:35
25m
Talk
Recognizing Patterns in Productive FailureGlobal
Papers
Phil Steinhorst University of Münster, Germany, Christof Duhme University of Münster, Xiaoyi Jiang University of Münster, Jan Vahrenhold Westfälische Wilhelms-Universität Münster
DOI