Reflection to Action: Self-Directed Learning Systems for Introductory Programming Students
Location
SU-216
Department
Computer Science
Abstract
Traditional programming education often focuses on the domain skills of learning a language or implementing an algorithm, but often overlooks the behavioral aspects of learning, leading to difficulties in effective planning and seeking assistance when needed. In this project, we explore the role of reflection tools on the practice of effective learning strategies for introductory programming students. We begin with a comprehensive analysis of students' behavioral patterns and struggles related to planning and help-seeking strategies. Students complete weekly self-assessments, where they conduct guided reflections on their planning and help-seeking practices that week. However, our initial analysis shows three types of challenges: (1) students that identify their struggles and make plans to change their strategies, but fail to enact them the following week; (2) students that may implement a learning strategy some weeks (i.e. try to start my assignments early), but are inconsistent and fail to implement it other weeks; and (3) students who fail to identify effective strategies and plans, and thus continue struggling without change to their process. Through user-centered design and iterative testing, this project introduces an improved reflection system that guides students to not only reflect, but provides pathways for instructors to give feedback on their learning process, and scaffolds students to enact better learning strategies as they progress through the course. Key features include personalized assistance with planning, real-time support for seeking help, and feedback mechanisms to facilitate self-regulated learning. This project represents a novel approach to programming education, focusing on addressing students' behavioral patterns and learning struggles. By providing targeted support for planning and help-seeking strategies, the project aims to foster a more efficient and effective learning experience, ultimately improving student outcomes in programming education.
Faculty Sponsor
Leesha Shah
Reflection to Action: Self-Directed Learning Systems for Introductory Programming Students
SU-216
Traditional programming education often focuses on the domain skills of learning a language or implementing an algorithm, but often overlooks the behavioral aspects of learning, leading to difficulties in effective planning and seeking assistance when needed. In this project, we explore the role of reflection tools on the practice of effective learning strategies for introductory programming students. We begin with a comprehensive analysis of students' behavioral patterns and struggles related to planning and help-seeking strategies. Students complete weekly self-assessments, where they conduct guided reflections on their planning and help-seeking practices that week. However, our initial analysis shows three types of challenges: (1) students that identify their struggles and make plans to change their strategies, but fail to enact them the following week; (2) students that may implement a learning strategy some weeks (i.e. try to start my assignments early), but are inconsistent and fail to implement it other weeks; and (3) students who fail to identify effective strategies and plans, and thus continue struggling without change to their process. Through user-centered design and iterative testing, this project introduces an improved reflection system that guides students to not only reflect, but provides pathways for instructors to give feedback on their learning process, and scaffolds students to enact better learning strategies as they progress through the course. Key features include personalized assistance with planning, real-time support for seeking help, and feedback mechanisms to facilitate self-regulated learning. This project represents a novel approach to programming education, focusing on addressing students' behavioral patterns and learning struggles. By providing targeted support for planning and help-seeking strategies, the project aims to foster a more efficient and effective learning experience, ultimately improving student outcomes in programming education.