Abstract
Programming is a skill of the future. However, decades of experience and research had indicated that the teaching and learning of programming are full of problems and challenges. As such educators and researchers are always on the look-out for suitable approaches and paradigms that can be adopted for the teaching and learning of programming. In this article, it is proposed that a visual output approach is suitable based on the current millennials affinities for graphics and visuals. The proposed VJava Module is developed via the application of two main learning theories, which are, the cognitive load theory and constructivism. There are two submodules which consist of eight chapters that cover the topics Introduction to Programming and Java, Object Using Turtle Graphics, Input and Output, Repetition Structure, Selection Structure, More Repetition Structures, Nested Loops and Arrays. To enable Java programs to produce graphical and animated outputs, the MJava library was developed and integrated into this module. The module is validated by three Java programming experts and an instructional design expert on the module content, design and usability aspects.
Highlights
Programming education research has been going on for over five decades
The VJava Module consists of two submodules; the VJava Module I consists of five chapters and the VJava Module II that consists of three chapters
This study focuses on the early part of a basic programming course in which most novice learners have difficulties in understanding the basic concept of programming and the syntax of a programming language
Summary
Programming education research has been going on for over five decades. Teaching and learning of programming have continuously drawn the attention of researchers among academics. First is the current generation of students who prefer visual approaches; second is the nature of programming courses that cause students, especially novice students, to experience high cognitive load in writing programs [11]–[13]; and third is the nature of programming courses that require active participation of students in building their own knowledge based on existing knowledge [14]–[17]. This new approach, presented in the form of teaching modules, was built using visual elements and based on two main theories, cognitive load theory and constructivism.
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