A Novel Teaching Strategy Through Adaptive Learning Activities for Computer Programming

Autor/inn/en	Troussas, Christos; Krouska, Akrivi; Sgouropoulou, Cleo
Titel	A Novel Teaching Strategy Through Adaptive Learning Activities for Computer Programming
Quelle	In: IEEE Transactions on Education, 64 (2021) 2, S.103-109 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troussas, Christos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2020.3012744
Schlagwörter	Undergraduate Students; Intelligent Tutoring Systems; Computer Science Education; Programming; Teaching Methods; Learning Activities; Cognitive Processes; Learning Theories; Student Centered Learning; Programming Languages; Thinking Skills; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Computer science lessons; Informatikunterricht; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Denkfähigkeit; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	Contribution: This article presents the instruction of computer programming using adaptive learning activities considering students' cognitive skills based on the learning theory of the Revised Bloom Taxonomy (RBT). To achieve this, the system converts students' knowledge level to fuzzy weights, and using rule-based decision making, delivers adequate learning activities regarding their kind and complexity degree. Background: Tutoring through adaptive learning activities can be a powerful tool to support learners in practical courses, like computer programming. However, published results from pertinent literature are not oriented to the adaptivity of the domain knowledge in terms of the volume, kind, and complexity of the learning activities delivered to students. There is scope for a lot of improvement to this direction. Intended Outcomes: Combining learning theories with adaptive tutoring enhances student-centered learning, promotes student engagement, and improves knowledge acquisition. Application Design: An adaptive tutoring system was developed for supporting undergraduate students in the C# programming language course for an academic semester. The system delivers adaptive learning activities to students' cognitive skills using the technology of fuzzy weights in a rule-based decision-making module and the learning theory of a RBT for designing the learning material. Findings: At the end of the academic semester, students' data have been collected and a detailed evaluation was conducted. The results showed that the presented approach outperforms others which lack adaptivity in domain knowledge and learning theories, improving significantly the students' learning outcomes. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01