The motivation of students of programming
Proceedings of the 6th annual conference on Innovation and technology in computer science education
DrJava: a lightweight pedagogic environment for Java
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Improving student performance by evaluating how well students test their own programs
Journal on Educational Resources in Computing (JERIC)
ACM Computing Surveys (CSUR)
Experiences with PASS: Developing and Using a Programming Assignment aSsessment System
QSIC '06 Proceedings of the Sixth International Conference on Quality Software
Evaluating student response to WeBWorK, a web-based homework delivery and grading system
Computers & Education
The learning context: Influence on learning to program
Computers & Education
Cross cultural analysis of the use and perceptions of web Based learning systems
Computers & Education
Expert Systems with Applications: An International Journal
A model for measuring e-learning systems success in universities
Expert Systems with Applications: An International Journal
An interactive e-learning system for improving web programming skills
Education and Information Technologies
A control system proposal for engineering education
Computers & Education
Hi-index | 0.07 |
Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system - Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, 'individual attitude and expectation', 'clear direction', and 'reward and recognition'. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.