abstract

Computer Science Is Different!: Educational Psychology Experiments Do Not Reliably Replicate in Programming Domain

Author:

Briana B. MorrisonAuthors Info & Claims

ICER '15: Proceedings of the eleventh annual International Conference on International Computing Education Research

Pages 267 - 268

https://doi.org/10.1145/2787622.2787744

Published: 09 August 2015 Publication History

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Abstract

My research explores how learning computer science, specifically programming, differs from learning math or science in relation to educational psychological principles. I have replicated well established experiments from the science and math domains by using instructional design techniques that minimize the cognitive load imposed on the learner. Instead of receiving the expected results confirming that the educational psychology principles also apply to computing, I received unexpected results contrary to the original hypotheses which indicate that merely adapting these principles to a new domain is not enough. I seek to understand what differences exist in learning programming, as compared to the other problem solving domains that explain the confusing experimental results I obtained.

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Cited By

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Vasilopoulos Ivan Schaik P(2018)Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice ProgrammersJournal of Educational Computing Research10.1177/073563311878177657:5(1227-1259)Online publication date: 27-Jun-2018
https://doi.org/10.1177/0735633118781776
Yadav ASands PGood JLishinki A(2018)Computer Science and Computational Thinking in the Curriculum: Research and PracticeHandbook of Comparative Studies on Community Colleges and Global Counterparts10.1007/978-3-319-53803-7_6-2(1-18)Online publication date: 21-Feb-2018
https://doi.org/10.1007/978-3-319-53803-7_6-2
Yadav ASands PGood JLishinki A(2018)Computer Science and Computational Thinking in the Curriculum: Research and PracticeHandbook of Comparative Studies on Community Colleges and Global Counterparts10.1007/978-3-319-53803-7_6-1(1-18)Online publication date: 12-Jan-2018
https://doi.org/10.1007/978-3-319-53803-7_6-1
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Index Terms

Computer Science Is Different!: Educational Psychology Experiments Do Not Reliably Replicate in Programming Domain
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 '15: Proceedings of the eleventh annual International Conference on International Computing Education Research

July 2015

300 pages

ISBN:9781450336307

DOI:10.1145/2787622

General Chair:
Brian Dorn
University of Nebraska at Omaha, USA
,
Program Chairs:
Judy Sheard
Monash University, Australia
,
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.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 August 2015

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Abstract

Funding Sources

National Science Foundation

Conference

ICER '15

Sponsor:

SIGCSE

ICER '15: International Computing Education Research Conference

July 9 - 13, 2015

Nebraska, Omaha, USA

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ICER '15 Paper Acceptance Rate 25 of 96 submissions, 26%;

Overall Acceptance Rate 189 of 803 submissions, 24%

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Cited By

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Vasilopoulos Ivan Schaik P(2018)Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice ProgrammersJournal of Educational Computing Research10.1177/073563311878177657:5(1227-1259)Online publication date: 27-Jun-2018
https://doi.org/10.1177/0735633118781776
Yadav ASands PGood JLishinki A(2018)Computer Science and Computational Thinking in the Curriculum: Research and PracticeHandbook of Comparative Studies on Community Colleges and Global Counterparts10.1007/978-3-319-53803-7_6-2(1-18)Online publication date: 21-Feb-2018
https://doi.org/10.1007/978-3-319-53803-7_6-2
Yadav ASands PGood JLishinki A(2018)Computer Science and Computational Thinking in the Curriculum: Research and PracticeHandbook of Comparative Studies on Community Colleges and Global Counterparts10.1007/978-3-319-53803-7_6-1(1-18)Online publication date: 12-Jan-2018
https://doi.org/10.1007/978-3-319-53803-7_6-1
Craig MSmith JPetersen AMontero CJoy M(2017)Familiar contexts and the difficulty of programming problemsProceedings of the 17th Koli Calling International Conference on Computing Education Research10.1145/3141880.3141898(123-127)Online publication date: 16-Nov-2017
https://dl.acm.org/doi/10.1145/3141880.3141898
Nelson GXie BKo ATenenberg JChinn DSheard JMalmi LTenenberg JMalmi L(2017)Comprehension FirstProceedings of the 2017 ACM Conference on International Computing Education Research10.1145/3105726.3106178(2-11)Online publication date: 14-Aug-2017
https://dl.acm.org/doi/10.1145/3105726.3106178
Parker MDeLyser LCaspersen MEdwards SBarnes TGarcia D(2017)Concepts and PracticesProceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education10.1145/3017680.3017778(453-458)Online publication date: 8-Mar-2017
https://dl.acm.org/doi/10.1145/3017680.3017778
Bouvier DLovellette EMatta JAlshaigy BBecker BCraig MJackova JMcCartney RSanders KZarb M(2016)Novice Programmers and the Problem Description EffectProceedings of the 2016 ITiCSE Working Group Reports10.1145/3024906.3024912(103-118)Online publication date: 9-Jul-2016
https://dl.acm.org/doi/10.1145/3024906.3024912

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