Learning dimensions: Lessons from field studies

Chris Martin (Lead / Corresponding author), Janet Hughes (Lead / Corresponding author), John Richards (Lead / Corresponding author)

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

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 languageEnglish
Title of host publicationITiCSE 2017 - Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education
PublisherAssociation for Computing Machinery (ACM)
Pages299-304
Number of pages6
VolumePart F128680
ISBN (Electronic)9781450347044
DOIs
Publication statusPublished - 28 Jun 2017
Event2017 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2017 - Bologna, Italy
Duration: 3 Jul 20175 Jul 2017

Conference

Conference2017 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2017
CountryItaly
CityBologna
Period3/07/175/07/17

Keywords

  • Learning dimensions
  • Motivation
  • Programming

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