A debate on teaching computing science
Communications of the ACM
Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
Cognitive strategies and looping constructs: an empirical study
Communications of the ACM
Living digital: embodient in virtual worlds
The social life of avatars
ACM SIGGRAPH 2007 educators program
Growing up programming: democratizing the creation of dynamic, interactive media
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Manipulating mindset to positively influence introductory programming performance
Proceedings of the 41st ACM technical symposium on Computer science education
Communications of the ACM
Design of adaptive hypermedia learning systems: A cognitive style approach
Computers & Education
Personifying programming tool feedback improves novice programmers' learning
Proceedings of the seventh international workshop on Computing education research
Programming goes back to school
Communications of the ACM
Proceeding of the 44th ACM technical symposium on Computer science education
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
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There is a growing movement in the behavioral sciences towards exploring more situated, pragmatic and ontological accounts of human learning. Positive psychology shows that a reciprocal relationship may exist between self-concept and the development of expertise, while social psychology reveals that mindsets about the nature of personal traits can have profound impacts on practice behavior. Thus, nurturing psychological constructs through the learning environment may empower students, enabling them to learn more effectively. Educational multimedia is known to support learning in a range of contexts, but its role in facilitating such self-enrichment has seldom been explored. Consequently, it is not clear which designs can aid both self enhancement and skill development. This doctoral symposium paper proposes that an interplay between projective identity and procedural rhetoric, delivered in the form of a fantasy role-playing experience, could be one such practice. Early experiments in the area of introductory programming show promise, but raise questions about external validity, educationally relevant effect sizes and how multimedia elements within the tool could be utilized more effectively to enhance these effects.