This research explored the perceptions that postgraduate students have of a compulsory subject within a master's degree from a Spanish online university, when using Quizizz. A mixed methodology is used where the qualitative analysis traces the roadmap for the quantitative one, identifying the key themes revealed by a sample of 11 students, which were then used to build a survey launched to 106 students. The conclusions are: firstly, Quizizz can maintain the curiosity and attention of the students, improve participation and motivation in the virtual classroom and generate pleasant learning experiences; second, students perceived Quizizz as an engaging and fun platform; third, competitiveness emerged as an important variable driving students' intrinsic motivation, driven by the desire to be among the top ranks in game rankings; and fourth, Quizizz is a valuable tool for reviewing and retaining key concepts and ideas, but not necessarily for improving test scores. Finally, Quizizz has a positive influence over motivation, engagement, and dynamization of the virtual classroom.
{"title":"Perceptions of the Graduate Students on the Utilization of Quizizz in Virtual Classes","authors":"Marta Magadán-Díaz, Jesús I. Rivas-García","doi":"10.4018/ijopcd.306687","DOIUrl":"https://doi.org/10.4018/ijopcd.306687","url":null,"abstract":"This research explored the perceptions that postgraduate students have of a compulsory subject within a master's degree from a Spanish online university, when using Quizizz. A mixed methodology is used where the qualitative analysis traces the roadmap for the quantitative one, identifying the key themes revealed by a sample of 11 students, which were then used to build a survey launched to 106 students. The conclusions are: firstly, Quizizz can maintain the curiosity and attention of the students, improve participation and motivation in the virtual classroom and generate pleasant learning experiences; second, students perceived Quizizz as an engaging and fun platform; third, competitiveness emerged as an important variable driving students' intrinsic motivation, driven by the desire to be among the top ranks in game rankings; and fourth, Quizizz is a valuable tool for reviewing and retaining key concepts and ideas, but not necessarily for improving test scores. Finally, Quizizz has a positive influence over motivation, engagement, and dynamization of the virtual classroom.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"30 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91316659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the findings of cognitive, metacognitive, and emotional implications of narrative instruction. The work guides readers in multiple-case design studies depicting storytelling as effective pedological practice. The collective case approach connects works from education, learning design, neuroscience, narratology, psychology, mathematics, science, and technology. Consideration is given to course design, instruction, student engagement, and aesthetic perspectives. The primary case study highlights storytelling episodes to mirror principles and best practices in course design and course facilitation using Blackboard as a learning platform. Through the frameworks of narrative instruction, students enrolled in online and face-to-face mathematics courses were tasked with completing a financial management project. Of the 160 students who received the survey questionnaire, 45 (28%) have responded. Qualitative and quantitative data analysis using Qualtrics and IBM's SPSS showed that students gained valuable skills in money management and financial literacy.
{"title":"The Neuroscience of Student Engagement: Case Studies in Narrative Pedagogies in Mathematics, Science, and Technology","authors":"S. Kalogeras, S. Mejri, Faidonas Efthimiou","doi":"10.4018/ijopcd.311440","DOIUrl":"https://doi.org/10.4018/ijopcd.311440","url":null,"abstract":"This paper discusses the findings of cognitive, metacognitive, and emotional implications of narrative instruction. The work guides readers in multiple-case design studies depicting storytelling as effective pedological practice. The collective case approach connects works from education, learning design, neuroscience, narratology, psychology, mathematics, science, and technology. Consideration is given to course design, instruction, student engagement, and aesthetic perspectives. The primary case study highlights storytelling episodes to mirror principles and best practices in course design and course facilitation using Blackboard as a learning platform. Through the frameworks of narrative instruction, students enrolled in online and face-to-face mathematics courses were tasked with completing a financial management project. Of the 160 students who received the survey questionnaire, 45 (28%) have responded. Qualitative and quantitative data analysis using Qualtrics and IBM's SPSS showed that students gained valuable skills in money management and financial literacy.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"19 1","pages":"1-19"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90911965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study attempts to identify what is effective online teaching from teachers and students perspectives. What are the challenges faced by teachers which hampered effective online teaching? Whether perception of effective online teaching differed based on student gender and programme of study. The study employed mixed method research design including a survey questionnaire and semi-structured interview. Study collected data from 500 students out of which 200 are boys and 300 are girls on effective online teaching. Study conducted semi-structured interview with 8 college teachers through snowball sampling. The survey revealed that almost 80% of the teachers are not effective. Girls are less satisfied with online teaching transition of teachers than boys are. Similarly, postgraduates (PG) are not as satisfied as undergraduate (UG) students are. Interview data revealed themes and subthemes on challenges of effective online teaching faced by College teachers. Overall, the perceived online-teaching effectiveness is low and further research may find the causes for the same.
{"title":"Exploring Effective Online-Teaching Transition of College Teachers During COVID-19","authors":"G. S. Prakasha, Aparna Benoy","doi":"10.4018/ijopcd.302087","DOIUrl":"https://doi.org/10.4018/ijopcd.302087","url":null,"abstract":"The study attempts to identify what is effective online teaching from teachers and students perspectives. What are the challenges faced by teachers which hampered effective online teaching? Whether perception of effective online teaching differed based on student gender and programme of study. The study employed mixed method research design including a survey questionnaire and semi-structured interview. Study collected data from 500 students out of which 200 are boys and 300 are girls on effective online teaching. Study conducted semi-structured interview with 8 college teachers through snowball sampling. The survey revealed that almost 80% of the teachers are not effective. Girls are less satisfied with online teaching transition of teachers than boys are. Similarly, postgraduates (PG) are not as satisfied as undergraduate (UG) students are. Interview data revealed themes and subthemes on challenges of effective online teaching faced by College teachers. Overall, the perceived online-teaching effectiveness is low and further research may find the causes for the same.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"12 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87884761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijopcd.2022010104
Terra Gargano, Edward E. Timke
This article explores how to successfully adapt simulations developed for traditional classrooms for synchronous platforms. Acknowledging the importance of the co-construction of knowledge and the impact of active learning in classrooms, this article explores instructional design approaches, logistical issues, and pedagogical considerations for translating successful in-person simulations to online synchronous learning environments. An example from a graduate level intercultural communication course is described as a platform for addressing lessons learned and sharing best practices. By reimagining five areas of adaptation, including materials, technology, grouping students, communication, and the role of the facilitator, faculty can examine critical junctures at the intersection of content knowledge, technology know-how, training pedagogy, and instructional design to conduct successful synchronous simulations.
{"title":"Reimagining Engagement: Adapting In-Person Simulations for Synchronous Classrooms","authors":"Terra Gargano, Edward E. Timke","doi":"10.4018/ijopcd.2022010104","DOIUrl":"https://doi.org/10.4018/ijopcd.2022010104","url":null,"abstract":"This article explores how to successfully adapt simulations developed for traditional classrooms for synchronous platforms. Acknowledging the importance of the co-construction of knowledge and the impact of active learning in classrooms, this article explores instructional design approaches, logistical issues, and pedagogical considerations for translating successful in-person simulations to online synchronous learning environments. An example from a graduate level intercultural communication course is described as a platform for addressing lessons learned and sharing best practices. By reimagining five areas of adaptation, including materials, technology, grouping students, communication, and the role of the facilitator, faculty can examine critical junctures at the intersection of content knowledge, technology know-how, training pedagogy, and instructional design to conduct successful synchronous simulations.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"118 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77097946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last decades, ICT has been promoting the creation and adoption of new learning and teaching styles. Virtual (computerized) laboratories play vital roles in learning and teaching by overcoming some limitations of conventional hands-on experiments. The number of chemistry (physical) laboratories in the Science Laboratory Technology (SLT) Department in Accra Technical University (ATU), Ghana is inadequate for the current population of students. Consequently, laboratory practice by students is very low. In this paper, we propose a virtual chemistry laboratory with simulated experiments for SLT students in ATU to support their education. To corroborate the research problem, we utilized a quantitative (questionnaire) research method, which involved a sample size of 271 SLT students (n = 271). Evaluation results of the study showed that the majority of students in the SLT Department are willing to use the virtual chemistry lab, and most of the students consider the virtual labs as an educative platform that would help them attain practical knowledge in their chemistry studies.
{"title":"Pedagogically-Improved Blended Learning of a Chemistry Course Through a Computerized Virtual Laboratory","authors":"Nana Yaw Asabere, Gerald Elorm Gbagbe, Eyram Akofa Tawia, Joshua Etse Amegashie, Daniel Awuley Ayin","doi":"10.4018/ijopcd.302086","DOIUrl":"https://doi.org/10.4018/ijopcd.302086","url":null,"abstract":"In the last decades, ICT has been promoting the creation and adoption of new learning and teaching styles. Virtual (computerized) laboratories play vital roles in learning and teaching by overcoming some limitations of conventional hands-on experiments. The number of chemistry (physical) laboratories in the Science Laboratory Technology (SLT) Department in Accra Technical University (ATU), Ghana is inadequate for the current population of students. Consequently, laboratory practice by students is very low. In this paper, we propose a virtual chemistry laboratory with simulated experiments for SLT students in ATU to support their education. To corroborate the research problem, we utilized a quantitative (questionnaire) research method, which involved a sample size of 271 SLT students (n = 271). Evaluation results of the study showed that the majority of students in the SLT Department are willing to use the virtual chemistry lab, and most of the students consider the virtual labs as an educative platform that would help them attain practical knowledge in their chemistry studies.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"18 1","pages":"1-21"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88050979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijopcd.2022010102
Hsin-Lan Liu, H. Lin, Liang Yu-Chen, Zeng Yu-cheng, Zhan Kai-cheng, Liu Hsin-Yueh
People's motions or behaviors often ensue from these positive or negative emotions. Set off either subconsciously or intentionally, these fragmentary responses also represent people's emotional vacillations at different times, albeit rarely noted or discovered. This system incorporates affective computing into an interactive installation: While a user is performing an operation, the system instantaneously and randomly generates corresponding musical instrument sound effects and special effects. The system is intended to enable users to interact with emotions through the interactive installation to yield a personalized digital artwork as well learning about how emotions affect the causative factors of consciousness and personal behaviors. At the end of the process, this project design renders three questionnaires for users to fill in as a means to enhance the integrity and richness of the system with a survey and to further increase the stability and precision of the system through progressive modifications aligned with user suggestions.
{"title":"Incorporating Affective Computing Into an Interactive System With MakeyMakey: An Emotional Human-Computer Interaction Design","authors":"Hsin-Lan Liu, H. Lin, Liang Yu-Chen, Zeng Yu-cheng, Zhan Kai-cheng, Liu Hsin-Yueh","doi":"10.4018/ijopcd.2022010102","DOIUrl":"https://doi.org/10.4018/ijopcd.2022010102","url":null,"abstract":"People's motions or behaviors often ensue from these positive or negative emotions. Set off either subconsciously or intentionally, these fragmentary responses also represent people's emotional vacillations at different times, albeit rarely noted or discovered. This system incorporates affective computing into an interactive installation: While a user is performing an operation, the system instantaneously and randomly generates corresponding musical instrument sound effects and special effects. The system is intended to enable users to interact with emotions through the interactive installation to yield a personalized digital artwork as well learning about how emotions affect the causative factors of consciousness and personal behaviors. At the end of the process, this project design renders three questionnaires for users to fill in as a means to enhance the integrity and richness of the system with a survey and to further increase the stability and precision of the system through progressive modifications aligned with user suggestions.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"158 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75413183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the actual efficiency of ludicization, a game-related pedagogy that integrates game elements with online learning based on ludic metaphorization of educational contexts, by identifying whether it exerts counterproductive effects on learning achievement and intrinsic motivation. This study involved adapted versions of CET-6 (College English Test-6) and Harter's intrinsic motivation scale to assess learning achievement and intrinsic motivation, respectively. ANCOVA revealed that ludicization showed counterproductive effects on posttest scores (N = 36, M = 62.910, SD = .865) compared with the control group (N = 36, M = 63.937, SD = .865). ANOVA suggested that ludicization exerted counterproductive and insignificant effects on intrinsic motivation-related subscales: challenge, curiosity, and independent mastery. The main conclusion was that ludicization would exert insignificant or even counterproductive effects on learning achievement and intrinsic motivation. These findings implied that we should not take positive effects of game-related pedagogies for granted.
ludicization是一种基于教育情境的滑稽隐喻，将游戏元素与在线学习结合起来的游戏相关教学法，本研究通过确定它是否会对学习成就和内在动机产生反作用，调查了ludicization的实际效率。本研究采用改编版大学英语六级(CET-6)和哈特内在动机量表分别评估学习成就和内在动机。ANCOVA结果显示，与对照组(N = 36, M = 62.910, SD = 0.865)相比，滑稽化对后测成绩有反效果(N = 36, M = 63.937, SD = 0.865)。方差分析表明，滑稽化对内在动机相关的子量表:挑战、好奇心和独立掌握产生了反生产和不显著的影响。主要结论是，滑稽化对学习成绩和内在动机的影响不显著，甚至会产生反效果。这些发现表明，我们不应该想当然地认为与游戏相关的教学方法会产生积极影响。
{"title":"The Counterproductive Effects on Learning Achievement and Intrinsic Motivation for Ludicization as an Online Learning Pedagogy Involving Game Elements","authors":"Qi Zhang, Zhonggen Yu","doi":"10.4018/ijopcd.309080","DOIUrl":"https://doi.org/10.4018/ijopcd.309080","url":null,"abstract":"This study investigated the actual efficiency of ludicization, a game-related pedagogy that integrates game elements with online learning based on ludic metaphorization of educational contexts, by identifying whether it exerts counterproductive effects on learning achievement and intrinsic motivation. This study involved adapted versions of CET-6 (College English Test-6) and Harter's intrinsic motivation scale to assess learning achievement and intrinsic motivation, respectively. ANCOVA revealed that ludicization showed counterproductive effects on posttest scores (N = 36, M = 62.910, SD = .865) compared with the control group (N = 36, M = 63.937, SD = .865). ANOVA suggested that ludicization exerted counterproductive and insignificant effects on intrinsic motivation-related subscales: challenge, curiosity, and independent mastery. The main conclusion was that ludicization would exert insignificant or even counterproductive effects on learning achievement and intrinsic motivation. These findings implied that we should not take positive effects of game-related pedagogies for granted.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"26 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85467455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent studies have integrated educational games with augmented reality (AR) to develop learners’ motivation. However, few reviews focused on the acceptance of AR-based educational games. This review aims to provide comprehensive insight into the acceptance of AR-based educational games. This review followed the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), including nine peer-reviewed articles published from January 2019 to March 2022. It is concluded that studies preferred to recruit students to play AR-based educational games via handhelds and used questionnaires to understand students’ acceptance. Technology Acceptance Model was the most frequently used model. Perceived usefulness and perceived ease of use were two dominant factors influencing students’ acceptance of AR-based educational games. In the future, game designers should integrate target learning knowledge in designing AR. Future studies should focus on the effect of socio-cultural constructs on different participants’ acceptance of AR-based educational games.
{"title":"Exploring the Acceptance of Augmented Reality-Based Educational Games: A Systematic Review","authors":"Wu Rong, Zhonggen Yu","doi":"10.4018/ijopcd.306685","DOIUrl":"https://doi.org/10.4018/ijopcd.306685","url":null,"abstract":"Recent studies have integrated educational games with augmented reality (AR) to develop learners’ motivation. However, few reviews focused on the acceptance of AR-based educational games. This review aims to provide comprehensive insight into the acceptance of AR-based educational games. This review followed the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), including nine peer-reviewed articles published from January 2019 to March 2022. It is concluded that studies preferred to recruit students to play AR-based educational games via handhelds and used questionnaires to understand students’ acceptance. Technology Acceptance Model was the most frequently used model. Perceived usefulness and perceived ease of use were two dominant factors influencing students’ acceptance of AR-based educational games. In the future, game designers should integrate target learning knowledge in designing AR. Future studies should focus on the effect of socio-cultural constructs on different participants’ acceptance of AR-based educational games.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"18 1","pages":"1-23"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78455666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijopcd.2022010105
Viktor Wang, L. Hitch, G. Torrisi-Steele
Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.
{"title":"Active Learning Online: Necessity, Faculty Role, and a Concept Model for Course Design","authors":"Viktor Wang, L. Hitch, G. Torrisi-Steele","doi":"10.4018/ijopcd.2022010105","DOIUrl":"https://doi.org/10.4018/ijopcd.2022010105","url":null,"abstract":"Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"1 1","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74285956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. I. Malik, M. Ashfaque, R. Mathew, J. Jabbar, Rim Al-Nuaimi, Abir Al-Sideiri
Novice programmers have to focus and learn different programming skills in programming 1 course at the same time. Therefore, they need more support to answer their queries related to the programming domain. This study developed and offered a chatbot in programming 1 course. The chatbot focuses on course details, fundamental programming concepts, and common programming errors. The perception of programming 1 students and instructors regarding the chatbot in programming education were collected through the survey and focus group respectively. The results of the students’ survey revealed that the chatbot supports students in learning programming and common programming errors in the course. The focus group participants agreed that the chatbot provides one-to-one teaching experience to novices. The chatbot serves as a virtual teaching assistant and promotes students-centered learning. The focus group participants also agreed that the chatbot approach provides additional support to students in their learning process of programming domain.
{"title":"Fostering the Learning Process in a Programming Course With a Chatbot","authors":"S. I. Malik, M. Ashfaque, R. Mathew, J. Jabbar, Rim Al-Nuaimi, Abir Al-Sideiri","doi":"10.4018/ijopcd.306686","DOIUrl":"https://doi.org/10.4018/ijopcd.306686","url":null,"abstract":"Novice programmers have to focus and learn different programming skills in programming 1 course at the same time. Therefore, they need more support to answer their queries related to the programming domain. This study developed and offered a chatbot in programming 1 course. The chatbot focuses on course details, fundamental programming concepts, and common programming errors. The perception of programming 1 students and instructors regarding the chatbot in programming education were collected through the survey and focus group respectively. The results of the students’ survey revealed that the chatbot supports students in learning programming and common programming errors in the course. The focus group participants agreed that the chatbot provides one-to-one teaching experience to novices. The chatbot serves as a virtual teaching assistant and promotes students-centered learning. The focus group participants also agreed that the chatbot approach provides additional support to students in their learning process of programming domain.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"26 1","pages":"1-17"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80526623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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