Abstract
In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming 'Learning Dimensions' (LDs). The LDs provide educators with insights to support key design decisions for the creation of engagmg programming learning experiences. This paper descnbes the background to the identification of these LDs and howthey could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design.
| Original language | English |
|---|---|
| Title of host publication | ITiCSE 2017 - Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education |
| Publisher | Association for Computing Machinery (ACM) |
| Pages | 299-304 |
| Number of pages | 6 |
| Volume | Part F128680 |
| ISBN (Electronic) | 9781450347044 |
| DOIs | |
| Publication status | Published - 28 Jun 2017 |
| Event | 2017 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2017 - Bologna, Italy Duration: 3 Jul 2017 → 5 Jul 2017 |
Conference
| Conference | 2017 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2017 |
|---|---|
| Country/Territory | Italy |
| City | Bologna |
| Period | 3/07/17 → 5/07/17 |
Keywords
- Learning dimensions
- Motivation
- Programming
ASJC Scopus subject areas
- Management of Technology and Innovation
- Education