Martin, Christopher; Hughes, Janet and Richards, John
(2017).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1145/3059009.3059046 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming "Learning Dimensions" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design.
| Item Type: | Conference or Workshop Item |
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| Copyright Holders: | 2017 ACM |
| ISBN: | 1-4503-4704-5, 978-1-4503-4704-4 |
| Keywords: | learning dimensions; motivation; programming |
| Academic Unit/School: | Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications Faculty of Science, Technology, Engineering and Mathematics (STEM) |
| Related URLs: |
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| Item ID: | 50303 |
| Depositing User: | Janet Hughes |
| Date Deposited: | 31 Jul 2017 09:57 |
| Last Modified: | 02 May 2018 14:31 |
| URI: | http://oro.open.ac.uk/id/eprint/50303 |
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