Towards an Instructional Design of Complex Learning in Introductory Programming Courses

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Abstract

To provide effective learning strategies to complex content, educational psychology produced frameworks that holistically integrate skills at a controlled pace achieved by sequencing tasks by its complexity. However, to apply such frameworks to introductory programming courses, there is a dearth of established methodologies for assessing how difficult such tasks are from the student's cognitive perspective. My goals are twofold: in order to design an instructional intervention that applies and adapt frameworks aimed to complex learning, I first establish and empirically validate a model to evaluate the complexity of programs from a cognitive perspective, providing metrics to quantify different aspects of program's complexity. I want to explore how to refine and expand this model analysis, what kind of evidence can be extracted from its empirical validation and how to impact instructional design with the results of my work.

Details

Original languageEnglish
Title of host publicationICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research
Publication statusPublished - 13 Aug 2018
MoE publication typeNot Eligible
EventACM Conference on International Computing Education Research - Dipoli, Espoo, Finland
Duration: 13 Aug 201815 Aug 2018
Conference number: 14
http://icer.acm.org/icer-2018/
https://icer.acm.org/icer-2018/

Conference

ConferenceACM Conference on International Computing Education Research
Abbreviated titleICER
CountryFinland
CityEspoo
Period13/08/201815/08/2018
Internet address

    Research areas

  • Model of Hierarchical Complexity, Cognitive Load Theory, Program Cognitive Complexity, Complexity, Plan-Composition Strategies

ID: 31915016