Exploring the Impact of Worked Examples in a Novice Programming Environment
Exploring the Impact of Worked Examples in a Novice Programming Environment
复制标题
探索工作示例在新手编程环境中的影响
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Min Chi
中科院分区：
文献类型：
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作者：
Rui Zhi;T. Price;S. Marwan;Alexandra Milliken;T. Barnes;Min Chi
许多领域的研究表明，查看工作示例（WEs）可能是比解决等效问题更有效的学习方式。我们设计了一个Peer Code Helper系统，在一个名为\snap的基于块的新手编程环境中显示WE，并带有沿着脚手架式的自我解释提示。我们在一个有22名学生的高中夏令营中评估了我们的系统。参与者在第一个或第二个问题上使用WEs完成了三个编程问题。我们发现，工作环境并没有显着影响学生的学习，但可能会影响学生的内在认知负荷，这表明我们的工作环境与脚手架提示可能是一个本质上不同的学习任务。我们的研究结果表明，与编写代码相比，WEs节省了学生在初始任务上的时间，但节省的一些时间在随后的编程任务中丢失了。总的来说，具有WEs的学生在固定的时间段内完成了更多的任务，但没有显著增加。工作环境可能会提高学生在编程时的学习效率，但这些效果是微妙的，值得进一步研究。
Research in a variety of domains has shown that viewing worked examples (WEs) can be a more efficient way to learn than solving equivalent problems. We designed a Peer Code Helper system to display WEs, along with scaffolded self-explanation prompts, in a block-based, novice programming environment called \snap. We evaluated our system during a high school summer camp with 22 students. Participants completed three programming problems with access to WEs on either the first or second problem. We found that WEs did not significantly impact students' learning, but may have impacted students' intrinsic cognitive load, suggesting that our WEs with scaffolded prompts may be an inherently different learning task. Our results show that WEs saved students time on initial tasks compared to writing code, but some of the time saved was lost in subsequent programming tasks. Overall, students with WEs completed more tasks within a fixed time period, but not significantly more. WEs may improve students' learning efficiency when programming, but these effects are nuanced and merit further study.