Design Recommendations for Using Textual Aids in Data-Science Programming Courses

Heeryung Choi, Caitlin Mills, Christopher Brooks, Stephen Doherty, Anjali Singh

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Despite a recent shift towards online learning, recommendations for multimedia design principles in programming-based instruction remain unclear. Specifically, how can we teach people to code, a text-heavy medium, properly in online instruction? This question is especially important since the text-based format of screencasts may interact with psychological mechanisms known to affect cognitive processing and learning. We investigate this question, and find that previous results from other domains do not necessarily hold in the programming education. We also explore how design changes in textual aids affect learners' performance in programming-based multimedia learning. Our results suggest that the redundancy effect does not significantly hinder learning, which conflicts with previous findings, and that the spatial contiguity effect occurs even between textual components. This work contributes to an evidence-based understanding of how to design more effective multimedia learning environments for programming-based instruction.

Original languageEnglish (US)
Title of host publicationSIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
PublisherAssociation for Computing Machinery, Inc
Pages843-849
Number of pages7
ISBN (Electronic)9781450390705
DOIs
StatePublished - Feb 22 2022
Externally publishedYes
Event53rd Annual ACM Technical Symposium on Computer Science Education, SIGCSE 2022 - Virtual, Online, United States
Duration: Mar 3 2022Mar 5 2022

Publication series

NameSIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
Volume1

Conference

Conference53rd Annual ACM Technical Symposium on Computer Science Education, SIGCSE 2022
Country/TerritoryUnited States
CityVirtual, Online
Period3/3/223/5/22

Bibliographical note

Publisher Copyright:
© 2022 ACM.

Keywords

  • multimedia learning
  • redundancy effect
  • spatial contiguity effect

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