Skip to main content
SpringerLink
Log in
Book cover

Annual Conference of the Southern African Computer Lecturers' Association

SACLA 2018: ICT Education pp 173–188Cite as

Motivational Value of Code.org’s Code Studio Tutorials in an Undergraduate Programming Course

  • Conference paper
  • First Online:

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 963))

Abstract

As part of an instructional strategy to improve undergraduate software development students’ basic understanding of programming constructs, students completed a selection of Code Studio tutorials during the first three weeks of their programming course. Block-based environments, such as the one used by the Code Studio tutorials, typically make it easier for students to learn programming as they can focus on concepts instead of syntax. Students are, however, less likely to regard an instructional strategy as meaningful if it presents no motivational value for them. In this paper, Keller’s ARCS Model is used to organize the knowledge gained regarding student motivation and the motivational strategies supported by the Code Studio tutorials. Results obtained from analysis of numeric and narrative data collected through a paper-based self-completion questionnaire confirm the high motivation value of the Code Studio tutorials. The results provide insights regarding students’ perceptions of Code Studio tutorials as a motivational instructional strategy in an undergraduate programming course. Since students perceive the Code Studio tutorials to have some educational value, further investigations should be conducted to consider more appropriate and effective ways to integrate Code Studio tutorials with undergraduate programming curricula.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    https://hourofcode.com/za.

  2. 2.

    https://code.org.

  3. 3.

    https://scratch.mit.edu.

References

  1. Ajzen, I.: The theory of planned behavior. Organ. Behav. Hum. Decis. Process. 50(2), 17–211 (1991)

    Article  Google Scholar 

  2. Barkley, E.F.: Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass, San Francisco (2010)

    Google Scholar 

  3. Bennedsen, J., Caspersen, M.E.: Exposing the programming process. In: Bennedsen, J., Caspersen, M.E., Kölling, M. (eds.) Reflections on the Teaching of Programming: Methods and Implementations. LNCS, vol. 4821, pp. 6–16. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-77934-6_2

    Chapter  Google Scholar 

  4. Coravu, L., Marian, M., Ganea, E.: Scratch and recreational coding for kids. In: 14th RoEduNet International Conference – Networking in Education and Research (RoEduNet NER), pp. 85–89. IEEE (2015)

    Google Scholar 

  5. De Kereki, I.F.: Scratch: applications in computer science 1. In: 38th Annual Frontiers in Education Conference Proceedings, pp. 7–11. IEEE (2008)

    Google Scholar 

  6. Du, J., Wimmer, H., Rada, R.: ‘Hour of Code’: can it change students’ attitudes toward programming? J. Inf. Technol. Educ. Innov. Pract. 15, 52–73 (2016)

    Google Scholar 

  7. Eranki, K.L.N., Moudgalya, K.M.: Program slicing technique: a novel approach to improve programming skills in novice learners. In: Proceedings of the 17th Annual Conference on Information Technology Education (SIGITE 2016), pp. 160–165. ACM (2016)

    Google Scholar 

  8. Guay, F., Vallerand, R.J., Blanchard, C.: On the assessment of situational intrinsic and extrinsic motivation: the situational motivation scale (SIMS). Motiv. Emot. 24(3), 175–213 (2000)

    Article  Google Scholar 

  9. Guzdial, M.: Programming environments for novices. In: Fincher, S., Petre, M. (eds.) Computer Science Education Research, pp. 127–154. Taylor & Francis (2004)

    Google Scholar 

  10. Kelleher, C., Pausch, R.: Lowering the barriers to programming: a taxonomy of programming environments and languages for novice programmers. ACM Comput. Surv. 37(2), 83–137 (2005)

    Article  Google Scholar 

  11. Keller, J.M.: Motivational Design for Learning and Performance: The ARCS Model Approach. Springer, Heidelberg (2010). https://doi.org/10.1007/978-1-4419-1250-3

    Book  Google Scholar 

  12. Keller, J.M.: Motivational design of instruction. In: Reigeluth, C.M. (ed.) Instructional-Design Theories and Models: An Overview of their Current Status, pp. 383–433. Lawrence Earlbaum Associates (1983)

    Google Scholar 

  13. Keller, J.M.: Strategies for stimulating the motivation to learn. Perform. Instr. 26(8), 1–7 (1987)

    Article  Google Scholar 

  14. Korkmaz, O.: The effect of scratch- and lego mindstorms Ev3-based programming activities on academic achievement, problem-solving skills and logical-mathematical thinking skills of students. Malays. Online J. Educ. Sci. 4(3), 73–88 (2016)

    Google Scholar 

  15. Krapp, A., Hidi, S., Renninger, K.A.: Interest, Learning and Development. In: Renninger, A., Hidi, S., Krapp, A. (eds.) The Role of Interest in Learning and Development, pp. 3–25. Lawrence Erlbaum Associates (1992)

    Google Scholar 

  16. Lahtinen, E., Ala-Mutka, K., Järvinen, H.: A study of the difficulties of novice programmers. In: Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2005) (2005). ACM SIGCSE Bull. 37(3), 14–18 (2005)

    Google Scholar 

  17. Loorbach, N., Peters, O., Karreman, J., Steehouder, M.: Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology. Br. J. Educ. Technol. 46(1), 204–218 (2015)

    Article  Google Scholar 

  18. McMillan, J.H., Schumacher, S.: Research in Education: Evidence-Based Inquiry, 6th edn. Pearson Education, London (2006)

    Google Scholar 

  19. Nikou, S.A., Economides, A.A.: Measuring student motivation during ‘The Hour of Code’ activities. In: Proceedings of the 14th International Conference on Advanced Learning Technologies (ICALT), pp. 744–745. IEEE (2014)

    Google Scholar 

  20. Nikou, S.A., Economides, A.A.: Transition in student motivation during a Scratch and an App Inventor course. In: Proceedings of the Global Engineering Education Conference (EDUCON), pp. 1042–1045. IEEE (2014)

    Google Scholar 

  21. Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A., Lahmine, S.: Learning basic programming concepts by creating games with scratch programming environment. Procedia Soc. Behav. Sci. 191, 1479–1482 (2015)

    Article  Google Scholar 

  22. Plowright, D.: Using Mixed Methods: Frameworks for an Integrated Methodology. SAGE, Thousand Oaks (2011)

    Google Scholar 

  23. Price, T.W., Barnes, T.: Position paper: block-based programming should offer intelligent support for learners. In: Proceedings of the Blocks and Beyond Workshop (B&B), pp. 65–68. IEEE (2017)

    Google Scholar 

  24. Sentance, S., Csizmadia, A.: Computing in the curriculum: challenges and strategies from a teacher’s perspective. Educ. Inf. Technol. 22(2), 469–495 (2017)

    Article  Google Scholar 

  25. Soloway, E., Bonar, J., Ehrlich, K.: Cognitive strategies and looping constructs: an empirical study. Commun. ACM 26(11), 853–860 (1983)

    Article  Google Scholar 

  26. Spohrer, J.C., Soloway, E.: Putting it all together is hard for novice programmers. In: Proceedings of the IEEE International Conference on Systems, Man, and Cybernetics, pp. 728–735. IEEE (1985)

    Google Scholar 

  27. Trowler, V.: Student Engagement Literature Review. Higher Education Academy, York (2010)

    Google Scholar 

  28. Wang, T.C., Mei, W.H., Lin, S.L., Chiu, S.K., Lin, J.M.C.: Teaching programming concepts to high school students with Alice. In: Proceedings of the 39th Frontiers in Education Conference (FIE 2009), pp. 955–960. IEEE (2009)

    Google Scholar 

  29. Weintrop, D., Wilensky, U.: To block or not to block, that is the question: students’ perceptions of blocks-based programming. In: Proceedings of the 14th International Conference on Interaction Design and Children, pp. 199–208. ACM (2015)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Information Technology, Central University of Technology, Free State, Bloemfontein, South Africa

    Guillaume Nel

  2. Department of Computer Science and Informatics, University of the Free State, Bloemfontein, South Africa

    Liezel Nel

Authors
  1. Guillaume Nel
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Liezel Nel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Guillaume Nel .

Editor information

Editors and Affiliations

  1. Department of Information Systems, University of Cape Town, Cape Town, South Africa

    Salah Kabanda

  2. Computer Science, University of Cape Town, Rondebosch, Cape Town, South Africa

    Hussein Suleman

  3. University of Pretoria, Pretoria, South Africa

    Stefan Gruner

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Nel, G., Nel, L. (2019). Motivational Value of Code.org’s Code Studio Tutorials in an Undergraduate Programming Course. In: Kabanda, S., Suleman, H., Gruner, S. (eds) ICT Education. SACLA 2018. Communications in Computer and Information Science, vol 963. Springer, Cham. https://doi.org/10.1007/978-3-030-05813-5_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-05813-5_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-05812-8

  • Online ISBN: 978-3-030-05813-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation