Enhancing an introductory programming course with physical computing modules

Abstract

Learning to program can be very difficult for the students involved. Students must master language syntax, programming theory and problem solving techniques in a short period of time. A non-traditional approach might help students to overcome these difficulties. Several studies have proposed the use of the physical computing paradigm. This paradigm takes the computational concepts out of the screen and into the real world so that the student can interact with them. Following this paradigm we designed different learning modules — to be used in lectures and laboratory sessions- to teach C/C++ and MATLAB. Lecturers explain a computational concept and, afterwards, reinforce it using the physical computing modules. For example, conditional structures are illustrated using a photocell and several LEDs, arrays are explained using musical melodies, etc. The effectiveness of the physical computing modules was assessed by means of learning outcomes and students perceptions. Surveys conducted at the beginning and end of the course were analyzed using the Technological Acceptance Model (TAM). Results indicate that the students were highly motivated and found the modules very enjoyable. As a consequence we observed a significant increase in the retention rate of this course.