Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.2807

Keywords:

Deliberate practice, higher education, programming, self-regulated learning, web-based systems

Abstract

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.

Author Biographies

Libor Zachoval, Sout East Technological University

As an Assistant Lecturer in Computing at SETU Carlow and a PhD researcher supported by the Irish Research Council, I focus on enhancing e-learning through learner behaviour modelling and predictive analysis. With an MSc in Computer Science and a First Class Honours in Computer Games Development, my research leverages data science to improve online education environments. Key projects include using xAPI for corporate e-learning and applying neural networks to gameplay. My work aims to bridge the gap between research and practical application, advancing both education and technology in the computing field.

Daire Ó Broin, South East Technological University

Dr Daire Ó Broin is a director of compuCORE, a research centre of SETU specialising in interdisciplinary computing projects and a Lecturer in Computing.  He is currently co-leader of the postgraduate module in academic writing at SETU and supervises a number of PhD students in areas around Self Regulated Learning, deliberate practice, gamification, AI, and technology-enhanced learning.

Ken Power, South East Technological University

Ken Power is a graduate of I.T. Carlow where he earned an honours degree in Software Engineering. He has obtained a M.Sc. in Computing from I.T. Sligo. He has been based at SETU Carlow since 1999 as a lecturer in the Department of Computing with a focus on teaching computer game development (except for a sabbatical in 2017-2019 during which he worked as a consultant developer for ThoughtWorks, Barcelona).

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Published

2024-10-23

Issue

Vol. 23 No. 1 (2024): Proceedings of the 23rd European Conference on e-Learning - ECEL 2024

Section

Academic papers