Eliminating Learners' Confusion during Programming Problem Solving by Enhancing Procedural Knowledge and Procedural Understanding

Abstract

Learners would fall into confusion when confronted with an impasse. Although moderate confusion is proved to be effective for learning, being continuously confused without assistance would lead learners to harmful frustration. To make good use of confusion and avoid learners from falling into pessimistic academic emotions in persistent confusion, a teaching intervention model adopted in overcoming the difficulties is designed. The model includes 3 kinds of hints in promoting procedural knowledge and reflective discussion of 3 perspectives for deepening procedural understanding. To examine the designed intervention model, an experiment was conducted among undergraduates without previous knowledge. Learners were required to report their affective states and participate in a semi-structured interview. Results demonstrated that providing such step-by-step hints are necessary for dispelling confusion rather than presenting standardized answer directly. Besides, reflective discussion is effective for knowledge mastery and improvement. The model could be improved by providing reflective feedback and learning supports during the process.