Investigating the effects of learning activities in a mobile Python tutor for targeting multiple coding skills

• Main Authors: Geela Venise Firmalo Fabic (Author), Antonija Mitrovic (Author), Kourosh Neshatian (Author)
• Format: Book
• Published: The Asia-Pacific Society for Computers in Education (APSCE), 2018-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.1186/s41039-018-0092-x; 1793-7078
• Keywords: Python tutor; Mobile learning; Programming skills; Code writing; Code tracing; Novice students; Information technology; T58.5-58.64; Education; L
• Source: Research and Practice in Technology Enhanced Learning, Vol 13, Iss 1, Pp 1-24 (2018)

Abstract Mobile devices are increasingly being utilized for learning due to their unique features including portability for providing ubiquitous experiences. In this paper, we present PyKinetic, a mobile tutor we developed for Python programming, aimed to serve as a supplement to traditional courses. The overarching goal of our work is to design coding activities that maximize learning. As we work towards our goal, we first focus on the learning effectiveness of the activities within PyKinetic, rather than evaluating the effectiveness of PyKinetic as a supplement resource for an introductory programming course. The version of PyKinetic (PyKinetic_DbgOut) used in the study contains five types of learning activities aimed at supporting debugging, code-tracing, and code writing skills. We evaluated PyKinetic in a controlled lab study with quantitative and qualitative results to address the following research questions: (R1) Is the combination of coding activities effective for learning programming? (R2) How do the activities affect the skills of students with lower prior knowledge (novices) compared to those who had higher prior knowledge (advanced)? (R3) How can we improve the usability of PyKinetic? Results revealed that PyKinetic_DbgOut was more beneficial for advanced students. Furthermore, we found how coding skills are interrelated differently for novices compared to advanced learners. Lastly, we acquired sufficient feedback from the participants to improve the tutor.