Exploring perceived cognitive load in learning programming via Scratch
| Autor: | Suheda Yildiz, Ünal Çakıroğlu, Mücahit Öztürk, Yılmaz B. Kurtoğlu, Ayhan Sari, S. Sude Suiçmez |
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| Přispěvatelé: | [Cakiroglu, Unal] Karadeniz Tech Univ, Dept Comp & Instruct Technol Educ, Fatih Fac Educ, Trabzon, Turkey -- [Suicmez, S. Sude -- Yildiz, Suheda] Minist Educ, Rize, Turkey -- [Kurtoglu, Yilmaz B.] Recep Tayyip Erdogan Univ, Rize, Turkey -- [Sari, Ayhan] Minist Educ, Ordu, Turkey -- [Ozturk, Mucahit] Aksaray Univ, Ortakoy Vocat Sch, Aksaray, Turkey, RTEÜ, Rektörlüğe Bağlı Bölümler, Enformatik Bölümü, Kurtoğlu, Yılmaz Bahadır, Ortaköy Meslek Yüksekokulu |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
block based programming
Cognitive load Interface (Java) Computer science 02 engineering and technology primary school students Learning programming Education Human–computer interaction 020204 information systems 0202 electrical engineering electronic engineering information engineering programming course computer.programming_language LOOP (programming language) Primary school students cognitive load 05 social sciences 050301 education Cognition Scratch Block based programming Computer Science Applications Citation lcsh:L 0503 education computer lcsh:Education Programming course |
| Zdroj: | Research in Learning Technology, Vol 26, Iss 0, Pp 1-19 (2018) |
| Popis: | WOS: 000436233200001 The purpose of this study is to investigate the perceived cognitive load and its effects on the academic performance in Scratch-based programming. The four main concepts of programming (sequences, operators, conditions and loop) were delivered in the instructional package. Participants were 12 sixth-grade students enrolled at a public secondary school. The results from quantitative and qualitative instruments indicated that students' perceived cognitive loads were close to each other among four programming concepts. The attractive interface of Scratch was somewhat useful but some parts of the interface were problematic for achieving the programming tasks. This study concludes with suggestions for Scratch practitioners and researchers to pay attention to the sources of cognitive load effects. |
| Databáze: | OpenAIRE |
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