abstract

Using cognitive load theory to improve the efficiency of learning to program

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Briana B. MorrisonAuthors Info & Claims

ICER '13: Proceedings of the ninth annual international ACM conference on International computing education research

Pages 183 - 184

https://doi.org/10.1145/2493394.2493425

Published: 12 August 2013 Publication History

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Abstract

My research seeks to adopt existing knowledge from educational psychology and instructional design and apply it to the field of computer science education in an effort to make learning programming more time efficient. Specifically I will use cognitive load theory to improve the efficiency of learning to program. I have identified my first two studies: identifying the most appropriate modality for code segment explanations and determining the benefits of worked examples in learning programming.

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Cited By

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Choi WChoi WChoi I(2024)Investigating the Effect of the Serious Game CodeCombat on Cognitive Load in Python Programming Education2024 IEEE World Engineering Education Conference (EDUNINE)10.1109/EDUNINE60625.2024.10500551(1-6)Online publication date: 10-Mar-2024
https://doi.org/10.1109/EDUNINE60625.2024.10500551
Araújo CHenriques PCerqueira J(2023)Neuroeducation: Guidelines for Computational Thinking training2023 International Symposium on Computers in Education (SIIE)10.1109/SIIE59826.2023.10423685(1-6)Online publication date: 16-Nov-2023
https://doi.org/10.1109/SIIE59826.2023.10423685
Looker N(2021)A Pedagogical Framework for Teaching Computer Programming: A Social Constructivist and Cognitive Load Theory ApproachProceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469778(415-416)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469778

Index Terms

Using cognitive load theory to improve the efficiency of learning to program
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Information

Published In

ICER '13: Proceedings of the ninth annual international ACM conference on International computing education research

August 2013

202 pages

ISBN:9781450322430

DOI:10.1145/2493394

General Chairs:
Beth Simon
University of California, San Diego, USA
,
Alison Clear
CPIT, Christchurch, NZ
,
Quintin Cutts
University of Glasgow, UK

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 12 August 2013

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ICER '13

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SIGCSE

ICER '13: International Computing Education Research Conference

August 12 - 14, 2013

San California, San Diego, USA

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ICER '13 Paper Acceptance Rate 22 of 70 submissions, 31%;

Overall Acceptance Rate 189 of 803 submissions, 24%

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Cited By

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Choi WChoi WChoi I(2024)Investigating the Effect of the Serious Game CodeCombat on Cognitive Load in Python Programming Education2024 IEEE World Engineering Education Conference (EDUNINE)10.1109/EDUNINE60625.2024.10500551(1-6)Online publication date: 10-Mar-2024
https://doi.org/10.1109/EDUNINE60625.2024.10500551
Araújo CHenriques PCerqueira J(2023)Neuroeducation: Guidelines for Computational Thinking training2023 International Symposium on Computers in Education (SIIE)10.1109/SIIE59826.2023.10423685(1-6)Online publication date: 16-Nov-2023
https://doi.org/10.1109/SIIE59826.2023.10423685
Looker N(2021)A Pedagogical Framework for Teaching Computer Programming: A Social Constructivist and Cognitive Load Theory ApproachProceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469778(415-416)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469778

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Cognitive Load Theory and Computer Science Education

Visualizing expert solutions in exploratory learning environments using plan recognition

Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students