ERIC Number: EJ1023099
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899-3408
EISSN: N/A
Mindstorms Robots and the Application of Cognitive Load Theory in Introductory Programming
Mason, Raina; Cooper, Graham
Computer Science Education, v23 n4 p296-314 2013
This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated that a truncated interface led to better learning by novice programmers as measured by test performance by participants, as well as enhanced shifts in self-efficacy and lowered perception of difficulty. There was also a transfer effect to another programming environment (Alice). It is argued that the results indicate that for novice programmers, the mere presence on-screen of additional (redundant) entities acts as a form of tacit distraction, thus impeding learning. The utility of CLT to analyse, design and deliver aspects of computer programming environments and instructional materials is discussed.
Descriptors: Programming, Introductory Courses, Cognitive Processes, Difficulty Level, Robotics, High School Students, Workshops, Instructional Design, Females, Questionnaires, Likert Scales, Student Attitudes, Pretests Posttests, Science Experiments, Computer Science Education, Computer Interfaces, Usability, Experimental Groups, Control Groups, Achievement Tests, Occupational Aspiration, Self Efficacy, Foreign Countries, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A