TY - GEN
T1 - Using Visualization to Reduce the Cognitive Load of Threshold Concepts in Computer Programming
AU - Winter, Victor
AU - Friend, Michelle
AU - Matthews, Michael
AU - Love, Betty
AU - Vasireddy, Sanghamithra
PY - 2019/10
Y1 - 2019/10
N2 - This Full Paper in the Research to Practice Category reports on an empirical empirical study in which novel educational tools and techniques were employed to teach fundamentals of problem decomposition - a cognitive task transcending disciplines. Within the discipline of computer science, problem decomposition is recognized as a foundational activity of software development. Factors that contribute to the complexity of this activity include: (1) recognizing patterns within an algorithm, (2) mapping the understanding of an algorithm to the syntax of a given programming language, and (3) complexity intrinsic to the problem domain itself.Cognitive load theory states that learning outcomes can be positively affected by reducing the extraneous cognitive load associated with learning objectives as well as by changing the nature of what is learned. In the study reported upon here, a novel instructional method was developed to decrease students' cognitive load. Novel instructional content supported by a custom visualization tool was used in a classroom setting in order to help novice programmers develop an understanding of function-based problem decomposition within the context of a visual domain. Performance on outcome measures (a quiz and assignment) were compared between the new method and the traditional teaching method demonstrated that students were significantly more successful at demonstrating mastery when using the new instructional method.
AB - This Full Paper in the Research to Practice Category reports on an empirical empirical study in which novel educational tools and techniques were employed to teach fundamentals of problem decomposition - a cognitive task transcending disciplines. Within the discipline of computer science, problem decomposition is recognized as a foundational activity of software development. Factors that contribute to the complexity of this activity include: (1) recognizing patterns within an algorithm, (2) mapping the understanding of an algorithm to the syntax of a given programming language, and (3) complexity intrinsic to the problem domain itself.Cognitive load theory states that learning outcomes can be positively affected by reducing the extraneous cognitive load associated with learning objectives as well as by changing the nature of what is learned. In the study reported upon here, a novel instructional method was developed to decrease students' cognitive load. Novel instructional content supported by a custom visualization tool was used in a classroom setting in order to help novice programmers develop an understanding of function-based problem decomposition within the context of a visual domain. Performance on outcome measures (a quiz and assignment) were compared between the new method and the traditional teaching method demonstrated that students were significantly more successful at demonstrating mastery when using the new instructional method.
KW - computational thinking
KW - functional programming
KW - mathematical thinking
KW - spatial reasoning
KW - visual thinking
UR - http://www.scopus.com/inward/record.url?scp=85082464430&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85082464430&partnerID=8YFLogxK
U2 - 10.1109/FIE43999.2019.9028612
DO - 10.1109/FIE43999.2019.9028612
M3 - Conference contribution
AN - SCOPUS:85082464430
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2019 IEEE Frontiers in Education Conference, FIE 2019
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 49th IEEE Frontiers in Education Conference, FIE 2019
Y2 - 16 October 2019 through 19 October 2019
ER -