Towards an Instructional Design of Complex Learning in Introductory Programming Courses

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


Research units


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.


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 typeA4 Article in a conference publication
EventACM Conference on International Computing Education Research - Dipoli, Espoo, Finland
Duration: 13 Aug 201815 Aug 2018
Conference number: 14


ConferenceACM Conference on International Computing Education Research
Abbreviated titleICER
Internet address

    Research areas

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

ID: 31915016