Dual-Modality Instruction and Learning: A Case Study in CS1
Dual-Modality Instruction and Learning: A Case Study in CS1
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双模态教学与学习：CS1 案例研究
DOI：
10.1145/3328778.3366865
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Lisa Anthony
中科院分区：
文献类型：
--
作者：
Jeremiah J. Blanchard;Christina Gardner;Lisa Anthony
在大学水平的计算机科学入门课程中，学生传统上学习使用工业和研究中常见的基于文本的语言进行编程。这种方法意味着学习者必须同时掌握语法和语义。基于块的编程环境在K-12学校和一些大学的入门计算课程中已经变得司空见惯，部分原因是为了简化语法挑战。然而，有证据表明，当学生从基于块的环境开始时，他们可能会面临迁移到基于文本的编程环境的困难。双向双模态编程环境提供了编程语言结构的多种表示（块和文本），并允许学生在它们之间自由转换。先前的工作表明，一些使用双模态环境从块过渡到文本的学生与直接从块过渡到文本语言的学生相比，对文本编程有更积极的看法，但尚不清楚是否对学习有任何影响。为了调查对学习的影响，我们在一所大型公立大学进行了一项为期两个学期的CS 1课程研究（N=673）。我们发现，当学生在课堂上使用双模态表征并提供双模态工具时，他们在典型的课程考试中表现更好。我们的工作结果支持的结论，双模态教学可以帮助学生学习计算概念，在早期的大学计算机科学课程。
In college-level introductory computer science courses, students traditionally learn to program using text-based languages which are common in industry and research. This approach means that learners must concurrently master both syntax and semantics. Blocks-based programming environments have become commonplace in introductory computing courses in K-12 schools and some colleges in part to simplify syntax challenges. However, there is evidence that students may face difficulty moving to text-based programming environments when starting with blocks-based environments. Bi-directional dual-modality programming environments provide multiple representations of programming language constructs (in both blocks and text) and allow students to transition between them freely. Prior work has shown that some students who use dual-modality environments to transition from blocks to text have more positive views of text programming compared to students who move directly from blocks to text languages, but it is not yet known if there is any impact on learning. To investigate the impact on learning, we conducted a study at a large public university across two semesters in a CS1 course (N=673). We found that students performed better on typical course exams when they were taught using dual-modality representations in lecture and were provided dual-modality tools. The results of our work support the conclusion that dual-modality instruction can help students learn computational concepts in early college computer science coursework.