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ERIC Number: EJ1167105
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2056-4880
Enhancing Student Engagement through Simulation in Programming Sessions
Isiaq, Sakirulai Olufemi; Jamil, Md Golam
International Journal of Information and Learning Technology, v35 n2 p105-117 2018
Purpose: The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach: An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions. Findings: Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions. Research limitations/implications: Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment. Originality/value: This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A