Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Predictors of success and failure in a CS1 course
ACM SIGCSE Bulletin
Assessment of a course redesign: introductory computer programming using online modules
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Programming: factors that influence success
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Design, development, and validation of a learning object for CS1
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Examining the role of self-regulated learning on introductory programming performance
Proceedings of the first international workshop on Computing education research
An investigation of potential success factors for an introductory model-driven programming course
Proceedings of the first international workshop on Computing education research
Using learning objects to support introductory computer architecture education
WBE'06 Proceedings of the 5th IASTED international conference on Web-based education
Renaissance computing: an initiative for promoting student participation in computing
Proceedings of the 40th ACM technical symposium on Computer science education
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
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Learning objects (LOs) have been previously used in computer science education. However, analyses in previous studies have been limited to surveys with limited numbers of LOs and students. The lack of copious quantitative data on how LOs impact student learning makes detailed analysis of LO usefulness problematic. Using an empirical approach, we have studied a suite of LOs, comprehensive in both the content covered and the range of difficulty, deployed to CS1 courses from 2007-2010. We review previous work on predictors of achievement and impact of active learning and feedback. We also provide a high-level overview of our LO deployment. Finally, based on our analysis of student interaction data, we found that (1) students using LOs have significantly higher assessment scores than the control group, (2) several student attributes are significant predictors of learning, (3) active learning has a significant effect on student assessment scores, and (4) feedback does not have a significant effect, but there are variables with significant moderating effects.