Year: 2013
Type: conference-paper
Abstract: Programming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviours can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytical and adaptable approaches, which could include soft scaffolding, ongoing detailed informative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers.
Authors: Scott, Michael James, Ghinea, Gheorghita
Institution: Brunel University of London
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2134890085