Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Learning motivation and retention effects of pair programming in data structures courses.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • Author-Supplied Keywords:
      ARCS model
      Collaborative learning
      computer science education
      learning style
      pair programming
      retention of learning
    • NAICS/Industry Codes:
      541710 Research and development in the physical, engineering and life sciences
      541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology)
    • Abstract:
      Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student motivation in courses on data structures through a one-on-one PI collaborative learning activity. Students typically find the concepts of data structure vague and the related programs complex and difficult to comprehend. Pair programming was conducted to scaffold university students understanding data structures by commenting related programs. To investigate students' motivational status, the ARCS model was used to evaluate students' motivation in each of four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, three items about the retention of learning were added to measure how information is lost over time. Every "pair" (i.e., two students) was asked to comment on the programs provided by a specific data structures concept. The control groups were asked to elaborate on the data structures programs by adding algorithmic description comments to the beginning of programs. The experimental groups were asked to elaborate on the data structures programs by adding code description comments to the data structures programs line by line. The experimental results show that the confidence and retention of learning in experimental groups are significantly better than those of the control group. The findings suggest that the effects of pair programming activities can be leveraged based on an understanding of students' motivation for and retention of learning. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Education for Information is the property of IOS Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan
      2Department of Information Management, Chung Hwa University of Medical Technology, Taiwan
    • ISSN:
      0167-8329
    • Accession Number:
      10.3233/EFI-160976
    • Accession Number:
      117173790
  • Citations
    • ABNT:
      YA-FEI YANG; CHIEN-I LEE; CHIH-KAI CHANG. Learning motivation and retention effects of pair programming in data structures courses. Education for Information, [s. l.], v. 32, n. 3, p. 249–267, 2016. DOI 10.3233/EFI-160976. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=117173790&custid=s8280428. Acesso em: 30 maio. 2020.
    • AMA:
      Ya-Fei Yang, Chien-I Lee, Chih-Kai Chang. Learning motivation and retention effects of pair programming in data structures courses. Education for Information. 2016;32(3):249-267. doi:10.3233/EFI-160976.
    • APA:
      Ya-Fei Yang, Chien-I Lee, & Chih-Kai Chang. (2016). Learning motivation and retention effects of pair programming in data structures courses. Education for Information, 32(3), 249–267. https://doi.org/10.3233/EFI-160976
    • Chicago/Turabian: Author-Date:
      Ya-Fei Yang, Chien-I Lee, and Chih-Kai Chang. 2016. “Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses.” Education for Information 32 (3): 249–67. doi:10.3233/EFI-160976.
    • Harvard:
      Ya-Fei Yang, Chien-I Lee and Chih-Kai Chang (2016) ‘Learning motivation and retention effects of pair programming in data structures courses’, Education for Information, 32(3), pp. 249–267. doi: 10.3233/EFI-160976.
    • Harvard: Australian:
      Ya-Fei Yang, Chien-I Lee & Chih-Kai Chang 2016, ‘Learning motivation and retention effects of pair programming in data structures courses’, Education for Information, vol. 32, no. 3, pp. 249–267, viewed 30 May 2020, .
    • MLA:
      Ya-Fei Yang, et al. “Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses.” Education for Information, vol. 32, no. 3, July 2016, pp. 249–267. EBSCOhost, doi:10.3233/EFI-160976.
    • Chicago/Turabian: Humanities:
      Ya-Fei Yang, Chien-I Lee, and Chih-Kai Chang. “Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses.” Education for Information 32, no. 3 (July 2016): 249–67. doi:10.3233/EFI-160976.
    • Vancouver/ICMJE:
      Ya-Fei Yang, Chien-I Lee, Chih-Kai Chang. Learning motivation and retention effects of pair programming in data structures courses. Education for Information [Internet]. 2016 Jul [cited 2020 May 30];32(3):249–67. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=117173790&custid=s8280428