Narrating data structures: The role of context in CS2

Svetlana Yarosh, Mark Guzdial

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

11 Scopus citations

Abstract

Learning computing with respect to the context of its use has been linked in previous reports to student motivation in introductory CS courses. In this report, we consider the role of context in a second course. We present a case study of a CS2 data structures class that uses a media computation context. In this course, students learn data structures and object-oriented programming through a pervasive narrative about how real media professionals use data structures to model the real world and to construct the digital images, sounds, and animations with which the students are familiar in their daily lives. We found that context played a different role in a second course than in a first course. We found evidence that some students did not need context to appreciate computing, but we also found evidence that context can help students get engaged with the material that they otherwise do not find interesting. In particular, the narrative aspect of a context may help students in relating the elements of the course and may even help with learning.

Original languageEnglish (US)
Title of host publicationThird International Computing Education Research Workshop, ICER'07
Pages87-98
Number of pages12
DOIs
StatePublished - Dec 1 2007
Event3rd International Computing Education Research Workshop, ICER'07 - Atlanta, GA, United States
Duration: Sep 15 2007Sep 16 2007

Publication series

NameThird International Computing Education Research Workshop, ICER'07

Other

Other3rd International Computing Education Research Workshop, ICER'07
CountryUnited States
CityAtlanta, GA
Period9/15/079/16/07

Keywords

  • CS1/2
  • Course design
  • Media computation

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