Effectiveness and perception of augmented reality in the teaching of structured programming fundamentals in university students

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2023-08-16 DOI:10.4108/eetsis.3728

Wellington Remigio Villota Oyarvide, Shirley Betty Reyes Salvatierra, Guillermo Del Campo Saltos

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引用次数: 0

Abstract

INTRODUCTION: Even while studying programming languages is essential for science and technology education, some students, especially novices, may find it challenging. One reason might be that these pupils are unable to comprehend programming basics, notably the usage of selective and repeated structures (loops), which are too complex and abstract for them to comprehend. OBJECTIVES: Programming structured applications requires understanding the relationship between variable-operators and declarations, so a more intuitive and practical visualization technique is needed. In view of this, this article presents an augmented reality (AR) learning system using a DF-RA mobile application that offers visual representation and interactivity to help college students in entry-level computer science-related majors learn to program structured applications using dynamic and interactive flowcharts. METHODS: In order to examine the influences of said Augmented Reality-enhanced system on student learning, an experiment will be carried out within the group with 34 university students. All students used both an augmented reality-enhanced version and a conventional paper version (classic methodology with paper flowcharts). RESULTS: The expected results is that the augmented reality version through the DF-RA mobile application made students have a better learning efficiency than the traditional paper system. In addition, the system enhanced with Augmented Reality also made students have improved perceptions in terms of system usability, flow experience, and usage perception. CONCLUSION: Experimental findings were analyzed to demonstrate that the augmented reality learning system increases students' motivation to study structured programming fundamentals and their practical competence.

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增强现实在大学生结构化编程基础教学中的有效性和感知

导读:虽然学习编程语言对于科学和技术教育来说是必不可少的，但一些学生，尤其是新手，可能会觉得它很有挑战性。其中一个原因可能是这些学生无法理解编程基础知识，特别是选择性和重复结构(循环)的使用，这对他们来说太复杂和抽象了。目的:编写结构化应用程序需要理解变量操作符和声明之间的关系，因此需要一种更直观和实用的可视化技术。鉴于此，本文介绍了一个使用DF-RA移动应用程序的增强现实(AR)学习系统，该系统提供可视化表示和交互性，以帮助计算机科学相关专业的入门级大学生学习使用动态和交互式流程图编写结构化应用程序。方法:为了检验上述增强现实增强系统对学生学习的影响，将在34名大学生的小组内进行实验。所有学生都使用了增强现实版本和传统的纸质版本(带有纸质流程图的经典方法)。结果:预期结果是通过DF-RA移动应用的增强现实版本使学生的学习效率优于传统的纸质系统。此外，通过增强现实技术增强的系统也使学生在系统可用性、流程体验和使用感知方面有了提高。结论:实验结果表明，增强现实学习系统提高了学生学习结构化编程基础知识的动机和实践能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.