TRENDS IN TECHNOLOGY-ENHANCED ONLINE LEARNING FOR LOW ACHIEVERS IN INTRODUCTORY PROGRAMMING: A SYSTEMATIC LITERATURE REVIEW
Keywords:
technology-enhanced online learning, introductory programming, teaching and learning,Abstract
Technology-enhanced online learning (tel) has been widely utilized in facilitating teaching
and learning in higher academic institutions. although exhaustive studies have been done in
investigating the usage and effectiveness of tel in programming education, there is still
insufficiency of studies being done in utilization of tel in introductory programming specifically
for low achievers who often faced with learning difficulties such as lack of motivation and
interests, lack of problem-solving skills and logical thinking and the technical issues in the
technologies used. therefore, this study investigates the trends of tel in introductory
programming in terms of its pedagogical approach in addressing the difficulties faced by the
low achievers and the online technologies needed to facilitate their learning through a
systematic literature review study between the year 2017 till 2021. by adopting kitchenham’s
methodology, a total of 20 papers have been selected from various journals and databases and
we found that the trends of tel for low achievers in introductory programming comprised of six
main online educational technologies, which are the web-based learning, mobile learning,
multimedia learning, gamification, block-based programming and virtual reality or robot
simulations. the findings from this review can be used for future research in utilizing tel in the
field of programming education, especially for low achievers.
References
Bennedsen, J. & Caspersen, M.E. (2019). Failure rate in introductory programming. ACM
Inroads, 10, 30 – 36.
Carbonaro, A. (2018). Good practices to influence engagement and learning outcomes on a
traditional introductory programming course. Interactive Learning Environments,
, 1–8.
Chan, T. L., Wei, K., Sio Kei, K. I., Gomes, A., Jose Mendes, A. & Marcelino, M. J. (2019).
Students' characteristics in programming learning and the design of a mobile learning
platform, International Journal of Mobile Learning and Organisation, 13:4, 352-391.
Facey-Shaw, L., Specht, M., Van Rosmalen, P. & Bartley-Bryan, J. (2020). Do Badges Affect
Intrinsic Motivation in Introductory Programming Students? Simulation &
Gaming, 51(1), 33–54. https://doi.org/10.1177/1046878119884996.
Figueiredo, J. & Garcia-Penalvo, F. J. (2020). Increasing student motivation in computer
programming with gamification. IEEE Global Engineering Education Conference
(EDUCON), pp. 997-1000.
Halim, N. F. A & Phon, D. N. E. (2020). Mobile learning application impact towards student
performance in programming subject, IOP Conf. Ser.: Mater. Sci. Eng., 769 012056.
Hidayanto, D. R., Munir, Rahman, E. F. & Kusnendar, J. (2017). The application of ADDIE
model in developing adventure game-based multimedia learning to improve students'
understanding of basic programming. 3rd International Conference on Science in
Information Technology (ICSITech), pp. 307-312.
Ivanovic, M., Xinogalos, S., Pitner, T. (2017). Technology enhanced learning in programming
courses – international perspective. Educ Inf Technol 22, 2981–3003.
Jamil, M.G. & Isiaq, S.O. (2019). Teaching technology with technology: approaches to
bridging learning and teaching gaps in simulation-based programming education. Int J
Educ Technol High Educ 16, 25. https://doi.org/10.1186/s41239-019-0159-9.
Karnalim, O. & Ayub, M. (2017). The Effectiveness of a Program Visualization Tool on
Introductory Programming: A Case Study with PythonTutor. CommIT
(Communication & Information Technology) Journal, 11(2), 67–76.
Khaleel, F.L., Ashaari, N.S., Meriam, T.S., Wook, T. & Ismail, A. (2017). Programming
learning requirements based on multi perspectives. International Journal of Electrical
and Computer Engineering, vol. 7, pp. 1-8.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele
University, vol. 33, no. 2004, pp. 1–26.
Kurniawan, O., Lee, N. T. S, Datta, S., Sockalingam, N. & Leong, P. K. (2018). Effectiveness
of Physical Robot Versus Robot Simulator in Teaching Introductory Programming.
IEEE International Conference on Teaching, Assessment, and Learning for
Engineering (TALE), pp. 486-493.
Kyfonidis, C., Moumoutzis, N. & Christodoulakis, S. (2017). Block-C: A block-based
programming teaching tool to facilitate introductory C programming courses. IEEE
Global Engineering Education Conference (EDUCON), pp. 570-579.
Lepp, M., Palts, T., Luik, P., Papli, K., Suviste, R., Sade, M., Hollo, K., Vaherpuu, V. &
Tonisson, E. (2018). Troubleshooters for Tasks of Introductory Programming
MOOCs. International Review of Research in Open and Distributed Learning, 19(4),
https://doi.org/10.19173/irrodl.v19i4.3639.
Malik, S. I., Mathew, R. & Hammood, M. M. (2019). PROBSOL: A Web-Based Application
to Develop Problem-Solving Skills in Introductory Programming, in Al-Masri A.,
Curran K. (eds) Smart Technologies and Innovation for a Sustainable Future. Advances
in Science, Technology & Innovation (IEREK Interdisciplinary Series for Sustainable
Development), Springer, Cham.
Margulieux, L.E, Morrison, B.B. & Decker, A. (2020). Reducing withdrawal and failure rates
in introductory programming with subgoal labeled worked examples. International
Journal of STEM Education, 7, 1-16.
Mehmood, E., Abid, A., Farooq, M.S & Nawaz, N.A. (2020). Curriculum, teaching and
learning, and assessments for introductory programming course. IEEE Access, vol. 8,
pp. 125961-125981.
Mutiawani, V., Elfa, V., Jumadin, J., Amiren, M., Fauzie Afidh, R.P. & Subianto, M. (2018).
Markas C: An E-Learning Media for Introductory Programming. International
Conference on Electrical Engineering and Informatics (ICELTICs), 2018, pp. 127-132.
Noor, F. H., Mohamad, F. S. & Minoi, J. L. (2020). Learning Programming using Lego
Mindstorms: Analysis of Learner Experiences. IEEE 8th R10 Humanitarian
Technology Conference (R10-HTC), 2020, pp. 1-6.
Othman, M., Rosmani, A., Mohd Fauzi, S., & Mazlan, U. (2019). The Impact of Pair
Programming on Students Logical Thinking_A Case Study on Higher Academic
Institution. Social
And Management Research Journal, 16(1), 85-98.
doi:10.24191/smrj.v16i1.6085.
Oyelere, S. S., Agbo, F. J., Sanusi, I. T., Yunusa, A. A. & Sunday, K. (2019). Impact of Puzzle
Based Learning Technique for Programming Education in Nigeria Context. IEEE 19th
International Conference on Advanced Learning Technologies (ICALT), pp. 239-241.
Patrick, S. & Doris, W. (2019). Influential factors for technology-enhanced learning:
professionals’ views. Journal of Research in Innovative Teaching & Learning, Vol. 12
No. 3, pp. 268-294 Emerald Publishing Limited 2397-7604.
Rogers, M., Yao, W., Luxton-Reilly, A., Leinonen, J., Lottridge, D. & Denny, P. (2021).
Exploring Personalization of Gamification in an Introductory Programming Course.
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
(SIGCSE '21). Association for Computing Machinery, New York, NY, USA, 1121
Sen, A. & Leong, C.K.C. (2020). Technology-Enhanced Learning. In Tatnall A. (eds)
Encyclopedia of Education and Information Technologies. Springer, Cham.
Silva, L., Mendes, A.J. & Gomes, A. (2020). Computer-supported collaborative learning in
programming education: A systematic literature review. IEEE Global Engineering
Education Conference (EDUCON), Porto, Portugal, pp. 1086-1095, 27–30 April,
Stigall, J. & Sharma, S. (2017). Virtual reality instructional modules for introductory
programming courses. IEEE Integrated STEM Education Conference (ISEC), pp. 34
Tan, E. X. & Lim, E. L. (2019). Block-based programming: The way to introduce computer
programming. Proceedings of the International University Carnival on e-Learning
(IUCEL) 2019, pp. 33-34.
Winanti, Abbas, B.S., Suparta, W., Heryadi, Y. & Gaol, F. L. (2020). Gamification Framework
for Programming Course in Higher Education, Journal of Game, Game Art and
Gamification, Vol. 05, No. 02.
Xinogalos, S., Ivanovic, M., Savic, M. & Pitner T. (2020). Technology-Enhanced Learning in
Programming Courses, Role of. In: Tatnall A. (eds) Encyclopedia of Education and
Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319
- 0_218-1.
Yassine, A., Chenouni, D., Berrada, M., & Tahiri, A. (2017). A Serious Game for Learning C
Programming Language Concepts Using Solo Taxonomy. International Journal Of
Emerging Technologies In Learning (IJET), 12(03), pp. 110-127.
