2015 Conference Archive (Archived)
Session Format
Presentation Session (20 minutes)
Copyright
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Location
Room 2904B
Abstract for the conference program
Although the field of computing is growing at a rapid rate, the number of students who successfully complete coursework and enter the field is not keeping pace. In fact, research has indicated that students find programming courses so difficult, many change their majors to avoid these courses. The purpose of this study in progress was to integrate cutting-edge devices in an intermediate programming course to impact students’ perceptions of programming and to increase motivation. Our preliminary findings indicate that the students ascribed an element of “fun” to these devices and that their beliefs on how “fun” plays a role in their programming skills were impacted by the use of these devices in class. We present interview data and survey results to further inform other educators on ways in which curriculum can be modified to target students’ motivation and self-efficacy by appealing to the theme of “fun” in learning.
Proposal Track
Research Project
Start Date
3-6-2015 9:40 AM
End Date
3-6-2015 10:00 AM
Recommended Citation
Brannock, Evelyn R.; Tsoi, Mai Yin; and Lutz, Robert J., "Implementing Cutting-Edge Devices To Make Programming Course “Fun” For STEM Students" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 9.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/9
Archived Content
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Implementing Cutting-Edge Devices To Make Programming Course “Fun” For STEM Students
Room 2904B
Although the field of computing is growing at a rapid rate, the number of students who successfully complete coursework and enter the field is not keeping pace. In fact, research has indicated that students find programming courses so difficult, many change their majors to avoid these courses. The purpose of this study in progress was to integrate cutting-edge devices in an intermediate programming course to impact students’ perceptions of programming and to increase motivation. Our preliminary findings indicate that the students ascribed an element of “fun” to these devices and that their beliefs on how “fun” plays a role in their programming skills were impacted by the use of these devices in class. We present interview data and survey results to further inform other educators on ways in which curriculum can be modified to target students’ motivation and self-efficacy by appealing to the theme of “fun” in learning.
