Effect of semantic distance on learning structured query language: An empirical study.

Abstract

Students of database courses usually encounter difficulties in learning structured query language (SQL). Numerous studies have been conducted to improve how students learn SQL. However, learning SQL remains difficult. This study analyzed the difficulties in learning SQL from the viewpoint of semantic distance by using semantic network theory. An experiment involving a database course was performed to assess the influence of semantic distance on learners' understanding of SQL. The participants were requested to perform a query-writing task at the end of the course to investigate their understanding of SQL. The data analysis results indicated that the participants developed a better understanding of the formulation-to-planning transformation than the planning-to-coding transformation. This implies that the semantic distance of the planning-to-coding transformation is greater than that of the formulation-to-planning transformation, and the semantic distance of the planning-to-coding transformation is attributable to the semantic transformation from natural language to SQL, which are two essentially different languages and belong to different knowledge categories. Accordingly, this study concludes that SQL learning difficulties can mainly be ascribed to the planning-to-coding transformation because the large semantic distance. The findings suggest that SQL instructions should emphasize the semantic mapping of the planning-to-coding transformation by incorporating materials related to the transformation and should shorten the semantic distance involved in learning SQL. These two principles can be used to evaluate the effectiveness of SQL teaching methods in assisting SQL learning, and motivate researchers to develop more effective teaching methods from the viewpoint of semantic distance.