Dual modality code explanations for novices

Unexpected results

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

5 Citations (Scopus)

Abstract

The research in both cognitive load theory and multimedia principles for learning indicates presenting information using both diagrams and accompanying audio explanations yields better learning performance than using diagrams with text explanations. While this is a common practice in introductory programming courses, often called "live coding," it has yet to be empirically tested. This paper reports on an experiment to determine if auditory explanations of code result in improved learning performance over written explanations. Students were shown videos explaining short code segments one of three ways: Text only explanations, auditory only explanations, or both text and auditory explanations, thus replicating experiments from other domains. The results from this study do not support the findings from other disciplines and we offer explanations for why this may be the case.

Original languageEnglish (US)
Title of host publicationICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research
PublisherAssociation for Computing Machinery, Inc
Pages226-235
Number of pages10
ISBN (Electronic)9781450349680
DOIs
StatePublished - Aug 14 2017
Event13th ACM Conference on International Computing Education Research, ICER 2017 - Tacoma, United States
Duration: Aug 18 2017Aug 20 2017

Publication series

NameICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research

Other

Other13th ACM Conference on International Computing Education Research, ICER 2017
CountryUnited States
CityTacoma
Period8/18/178/20/17

Fingerprint

Experiments
Students
learning performance
experiment
multimedia
coding
video
programming
learning
student

Keywords

  • Cognitive load
  • Live coding
  • Modality

ASJC Scopus subject areas

  • Computational Theory and Mathematics
  • Computer Science Applications
  • Software
  • Education

Cite this

Morrison, B. B. (2017). Dual modality code explanations for novices: Unexpected results. In ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 226-235). (ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research). Association for Computing Machinery, Inc. https://doi.org/10.1145/3105726.3106191

Dual modality code explanations for novices : Unexpected results. / Morrison, Briana B.

ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research. Association for Computing Machinery, Inc, 2017. p. 226-235 (ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research).

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

Morrison, BB 2017, Dual modality code explanations for novices: Unexpected results. in ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research. ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, Association for Computing Machinery, Inc, pp. 226-235, 13th ACM Conference on International Computing Education Research, ICER 2017, Tacoma, United States, 8/18/17. https://doi.org/10.1145/3105726.3106191
Morrison BB. Dual modality code explanations for novices: Unexpected results. In ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research. Association for Computing Machinery, Inc. 2017. p. 226-235. (ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research). https://doi.org/10.1145/3105726.3106191
Morrison, Briana B. / Dual modality code explanations for novices : Unexpected results. ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research. Association for Computing Machinery, Inc, 2017. pp. 226-235 (ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research).
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