Abstract
This paper presents work on a new mobile Python tutor – PyKinetic. The tutor is designed to be used by novices, as a complement to traditional labs and lectures. PyKinetic currently contains one type of activity – Parsons problems, which require learners to re-order lines of code to produce a desired output. We present results of studies conducted to evaluate the usability and effectiveness of PyKinetic for learning. The enthusiasm from the participants was encouraging. We have also evaluated menu-based self-explanation prompts in PyKinetic. Results revealed that participants significantly improved their scores from pre- to post-test. Furthermore, participants who self-explained learned more than those who did not. We aim to develop more activities for PyKinetic to support code reading and code writing skills. We also plan to improve the tutor by providing engaging features to maximise learning, and to provide adaptive pedagogical support. Evaluation studies will also be conducted for future versions of PyKinetic.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Winslow, L.E.: Programming pedagogy—a psychological overview. ACM SIGCSE Bull. 28(3), 17–22 (1996)
Oblinger, D., Oblinger, J.L.: 2 is it age or IT: first steps toward understanding the net generation. In: Oblinger, D., Oblinger, J.L., Lippincott, J.K. (eds.) Educating the Next Generation, pp. 12–31. EDUCAUSE, Boulder, Colorado. (2005)
Guo, P.J.: Online python tutor: embeddable web-based program visualization for CS education. In: Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 579–584. ACM
Mason, R., Cooper, G.: Introductory programming courses in Australia and New Zealand in 2013-trends and reasons. In: Proceedings of the 16th Australasian Computing Education Conference, vol. 148, pp. 139–147. Australian Computer Society, Inc. (2014)
Parsons, D., Haden, P.: Parson’s programming puzzles: a fun and effective learning tool for first programming courses. In: Proceedings of the 8th Australasian Conference Computing Education, pp. 157–163. Australian Computer Society (2006)
Denny, P., Luxton-Reilly, A., Simon, B.: Evaluating a new exam question: parsons problems. In: Proceedings of the 4th International Workshop on Computing Education Research, pp. 113–124 (2008)
Ihantola, P., Karavirta, V.: Two-dimensional parson’s puzzles: the concept, tools, and first observations. Inform. Technol. Educ. 10, IIP 119–IIP 132 (2011)
Karavirta, V., J. Helminen, Ihantola, P.: A mobile learning application for parsons problems with automatic feedback. In: Proceedings of the 12th Koli Calling International Conference Computing Education Research, pp. 11–18 (2012)
Ihantola, P., Helminen, J., Karavirta, V.: How to study programming on mobile touch devices: interactive python code exercises. In: Proceedings of the 13th Koli Calling International Conference Computing Education Research, pp. 51–58 (2013)
Chi, M.T., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R.: Self-explanations: how students study and use examples in learning to solve problems. Cogn. Sci. 13(2), 145–182 (1989)
Weerasinghe, A., Mitrovic, A.: Facilitating deep learning through self-explanation in an open-ended domain. Int. J. Knowl. Based Intell. Eng. Syst. (KES) 10(1), 3–19 (2006). IOS Press
Mitrovic, A.: Scaffolding answer explanation in a data normalization tutor. Facta Univ. Ser. Elec. Energ. 18(2), 151–163 (2005)
Johnson, C.I., Mayer, R.E.: Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Comput. Hum. Behav. 26(6), 1246–1252 (2010)
Fabic, G., Mitrovic, A., Neshatian, K.: Towards a mobile python tutor: understanding differences in strategies used by novices and experts. In: Proceedings 13th International Conference Intelligent Tutoring Systems, vol. 9684, p. 447. Springer (2016)
Fabic, G., Mitrovic, A., Neshatian, K.: Investigating strategies used by novice and expert users to solve Parson’s problem in a mobile Python tutor. In: Proceedings of the 9th Workshop on Technology Enhanced Learning by Posing/Solving Problems/Questions PQTEL 2016, pp. 434–444. APSCE (2016)
Fabic, G.V.F., Mitrovic, A., Neshatian, K.: Investigating the effectiveness of menu-based self-explanation prompts in a mobile Python Tutor. In: André, E., Baker, R., Hu, X., Rodrigo, M.M.T., du Boulay, B. (eds.) Proceedings of the AIED. LNCS, vol. 10331, pp. 498–501. Springer, Cham (2017)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Fabic, G.V.F., Mitrovic, A., Neshatian, K. (2017). Learning with Engaging Activities via a Mobile Python Tutor. In: André, E., Baker, R., Hu, X., Rodrigo, M., du Boulay, B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science(), vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_76
Download citation
DOI: https://doi.org/10.1007/978-3-319-61425-0_76
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-61424-3
Online ISBN: 978-3-319-61425-0
eBook Packages: Computer ScienceComputer Science (R0)