Learning Object-oriented Programming Research Articles

Development of Project Based Learning Model in Object Oriented Programming (OOP) Learning in Polytechnic

This research is to investigate the design, validity, practicality, and effectiveness of the Project Based Learning Model in the context of Object Oriented Programming Learning at Polytechnic. This study is categorised as research and development (R&D), employing a learning methodology that is derived from the ADDIE paradigm (Analysis, Design, Develop, Implementation, and Evaluation). Methods of data collection including the utilisation of observation and questionnaires. The data analysis methodologies employed include validity analysis, reliability analysis, practicality analysis, and effectiveness analysis. The study yielded the following results: (1) the Project Based Learning Model in Object Oriented Programming Learning encompasses the design of a Learning Model, the identification of Course Learning Outcomes (CPMK), the determination of Learning Outcome Indicators, the selection of Learning Materials, the development of Semester Learning Plans (RPS), the creation of Learning Modules, the formulation of Student Task Plans (RTM), and the establishment of Learning Outcome Assessment Rubrics. (2) The Project Based Learning Model in Object Oriented Programming Learning has a validity of 0.84, meeting the criteria for being highly valid. (3) The practicality of implementing the Project Based Learning Model in Object Oriented Programming Learning is rated at 3.38, falling under the very practical category. Additionally, the lecturer's responses to this learning model are also highly practical, with a rating of 3.44. (4) The effectiveness of the Project Based Learning Model in Object Oriented Programming Learning is rated as high based on student learning test results. Furthermore, students' responses to this learning model are highly effective, with a rating of 3.31. Hence, it can be inferred that the Project Based Learning Model in Object Oriented Programming (OOP) Learning fulfils the requirements of being legitimate, practical, and efficacious for usage at the Polytechnic.

A Feasible Study of a Deep Learning Model Supporting Human–Machine Collaborative Learning of Object-Oriented Programming

Due to the development of deep learning technology, its application in education has received increasing attention from researchers. Intelligent agents based on deep learning technology can perform higher-order intellectual tasks than ever. However, the high deployment cost of deep learning models has hindered their widespread application in education. In addition, there needs to be more research on applying deep learning technology in education. In this study, we develop an intelligent agent using a Performer-based encoder-decoder neural model to classify object-oriented programming (OOP) errors in student code and generate hint feedback in natural language to help students correct the code. This study investigates the feasibility of deploying this agent in an educational setting to support the learning of OOP. This study first examines the low-speed inference problem of the deep learning model. A fast inference algorithm is proposed for the model, which achieves a speedup of eighty times. This study further explores integrating a human-machine collaborative learning process with the deep learning agent. Students were surveyed about their perceptions of the agent in supporting learning. Student responses are interpreted within the learning partnerships model (LPM) framework to show how the agent's technical automation and autonomy features support student-agent learning partnerships. Finally, implications and suggestions for educational application and research of deep learning technology are presented.

IMPLEMENTATION OF PROBLEM-BASED LEARNING MULTIMEDIA WITH FIND AND SORT QR CODE GAMES TO IMPROVE STUDENT'S COMPUTATIONAL THINKING SKILLS

This study aims to evaluate the effectiveness of using and developing problem-based learning multimedia with find and sort QR code games to improve students' computational thinking (CT) skills in learning object-oriented programming using a web-based digital platform. The Research and Development (R&D) method and One-Group Pretest-Posttest design was used in this study. The subjects of this study were 35 students of SMK Negeri 1 Cimahi, Indonesia. There are three stages in conducting research 1) analysis of problems, 2) learning multimedia development, and 3) evaluation. The findings show there is an increase in students' CT skills after implementing the find and sort QR Code Game problem-based learning multimedia during the learning process. Student learning outcomes have increased from 45.71 (pretest) to 89.50 (posttest). The average increase in student learning outcomes occurred significantly based on the results of the t-test. In addition, the students' CT average score increased from 65.43 (pretest) to 85.29 (posttest). The order of increasing the CT component based on the n-gain value is 1) abstraction (0.66); 2) pattern recognition (0.63); 3) decomposition (0.48); and 4) algorithm design (0.39). Student responses to multimedia learning in this study were obtained very well with a score of 84.95%.

Analysis of the learning object-oriented programming factors

<span lang="EN-US">Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.</span>

Conceptual Representation of the Source-Code to Support the Learning of Object-Oriented Programming Concepts

Learning Object-Oriented Programming (OOP) concepts is a challenging task for novice learners. Previous research has examined the impact of either conceptual or practical knowledge on students’ comprehension of OOP; however, there is a lack of integration between these two knowledge bases. This study proposes a novel approach that integrates theoretical and practical knowledge of OOP using a concept map to create a unified cognitive diagram that reflects the educator’s understanding of the subject matter. This diagram is then used as the basis for a recomposition activity that supports student learning. An experiment is conducted in a classroom environment with 75 undergraduate grade-2 university students to investigate the effects of the proposed method. The experimental results showed that the proposed method significantly improved students’ comprehension of OOP concepts, doubling their performance compared to the conventional method from pre-test to post-test. In addition, the proposed approach has the potential for early identification of low-performing students, thus allowing educators to provide targeted support to improve their learning outcomes. The integrated cognitive diagram approach proposed in this study has practical implications for educators seeking to improve the teaching of OOP concepts and identify and support low-performing students.

Effect of Collaborative Programming on Students Achievement Learning Object-Oriented Programming Course

Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki.

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

Game based-learning have been widely promoted to overcome the difficulties encountered by beginners to learn programming. However, there are many issues to address for the implementation of game-based learning. Indeed, game-based learning is not limited to adding game elements such as rewards to a learning situation, but it rather consists of transforming the learning situation so that it becomes playful. This work contributes to computer science education research, especially to game design for learning programming. We design a novel environment dedicated to learning object-oriented programming for beginners called Progo. It is based on a metaphor of a three-dimensional (3D) construction and animation game. We present an a priori analysis of the Progo environment on the basis of a didactic transposition framework. The framework highlights the ludicisation and metaphorisation process by which educational content is integrated into the game. This allows for the analysis of the transformation of the computing knowledge by the game design, and to verify whether analogies are maintained between the knowledge and what the learner should experience through play. This work contributes to a framework for the integration of educational content during learning game design.

Implementation of Model View Controller Architecture in Object Oriented Programming Learning

This study aims to provide an overview of the application of software design patterns, namely Model View Controller (MVC) in object-oriented programming learning. In the software development industry, most application development uses frameworks. MVC architecture is a design pattern that is widely used by various frameworks. Students as prospective programmers or software developers must master and be able to translate object-oriented programming concepts into programming languages. In this study, the Java programming language is used to apply the object-oriented concept and implement the MVC architecture. This research resulted in an increase in students' programming skills and abilities as well as being able to apply the MVC architecture in developing applications using Java.

Ranking of problems and solutions in the teaching and learning of object-oriented programming.

This study describes the most relevant problems and solutions found in the literature on teaching and learning of object-oriented programming (OOP). The identification of the problem was based on tertiary studies from the IEEE Xplore, Scopus, ACM Digital Library and Science Direct repositories. The problems and solutions identified were ranked through the multi-criteria decision methods DEMATEL and TOPSIS in order to determine the best solutions to the problems found and to apply these results in the academic context. The main contribution of this study was the categorization of OOP problems and solutions, as well as the proposal of strategies to improve the problem. Among the most relevant problems it was found: 1) difficulty in understanding, teaching and implementing object-orientation, 2) difficulties related to understanding classes and 3) difficulty in understanding object-oriented relationships. After doing the multicriteria analysis, it was found that the most important solutions to face the problems found in the teaching of OOP were: 1) use of active learning techniques and intrinsic rewards and 2) emphasize on basic programming concepts and introduce the object-oriented paradigm at an early point in the curriculum. As a conclusion, it was evidenced that there is coherence between the literary guarantee that gives support to the problems and solutions in the teaching of OOP presented in this study and the approaches that experts in the area of development highlight as relevant when they identify weaknesses in the process.

Learning Object-Oriented Programming Concepts Through Visual Analogies

Object-oriented programming (OOP) is a widely used programming paradigm in modern software industry. This makes it an essential skill for students in many disciplines to learn. However, OOP is known to be challenging to learn and teach due to its abstract nature. Studies have shown that students often face difficulties and develop misconceptions in multiple aspects when learning OOP. This article presents a systematic way of developing a teaching tool that uses a combination of visualization and analogies to help students overcome these barriers and understand the OOP concepts better. To ensure the tool would have pedagogical value and novelty, we first reviewed the educational theories on using analogies and visualization, as well as numerous existing tools. A set of activities in the form of code snippets were then designed to target these misconceptions and difficulties, along with a set of analogies and their interaction mechanisms that mapped to the OOP concepts. A teaching tool was then developed based on those designs and evaluated with engineering students in a CS2 course (<i>n</i> = 253). The results and our analysis show that a statistically significant improvement was achieved in student understanding and confidence through interaction with visualization of OOP concepts with analogies (VOOPA) exercises. Similar gains were also observed using more traditional methods. No statistically significant positive difference in understanding and confidence can be attributed to use of VOOPA through the current study.

Using Greenfoot as a Tool for Serious Games Programming Education and Development

Greenfoot is an educational programming environment that aims to motivate students in learning object-oriented programming (OOP) through the development of simple games and simulations. Several studies have presented positive results regarding the usage of Greenfoot as a tool for introducing novices to OOP. In this article, we propose using Greenfoot as a tool for introducing novices to (serious) games programming, as well as a tool for implementing serious games (SGs). As a proof of concept, the design and implementation of an SG for learning OOP utilizing Greenfoot and a survey on the perceptions of graduates that had been introduced to SGs programming with Greenfoot in the context of a relevant Master course are presented. The results show that Greenfoot, although not developed for this purpose, can be utilized both as a tool for introducing novices to (serious) games programming and as a tool for developing SGs.

Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

Serious Games (SG) provide a comfortable learning environment and are productive for various disciplines ranging from Science, Technology, Engineering, and Mathematics (STEM) to computer programming. The Object Oriented (OO) paradigm includes objects related to real life, and is considered a natural domain that can be worked with. Nonetheless, mapping those real-life objects with basic Object-Oriented Programming (OOP) concepts becomes a challenge for students to understand. Therefore, this study is concerned with designing and developing an SG prototype to overcome students’ difficulties and misconceptions in learning OOP and achieving positive learning outcomes. An experimental evaluation was carried out to show the difference between the experimental group students’ performance, who interact with the developed game, and students of the control group, who learn via the traditional instructional method. The experimental evaluations’ main finding is that the experimental group’s performance is better than the control group. The experimental group’s Normalized Learning Gain (NLG) is significantly higher than the control group (p &lt; 0.005, pairedt-test). The evaluation study results show that the developed prototype’s perceived motivation on the Instructional Materials Motivation Survey (IMMS) 5-point Likert scale resulted in the highest mean score for attention (3.87) followed by relevance (3.66) subcategories. The results of this study show that the developed SG prototype is an effective tool in education, which improves learning outcomes and it has the potential to motivate students to learn OOP.

Using Variation Theory as a Guiding Principle in an OOP Assisted Syntax Correction Learning System

Object-oriented programming skill is important for the software professionals. It has become a mandatory course in information science and computer engineering departments of universities. However, it is hard for novice learners to understand the syntax and semantics of the language while learning object-oriented programming, and that makes them feel frustrated. The purpose of this study is to build an object-oriented programming assistant system that gives syntax error feedback based the variation theory. We established the syntax correction module on the basis of the Virtual Teaching Assistant (VTA). While compiling codes, the system will display syntax errors, if any, with feedbacks that are designed according to the variation theory in different levels (the generation, contrast, separation, and fusion levels) to help them correcting the errors. The experiment design of this study splits the participants, who are university freshmen, into two groups by the S-type method based on the result of a mid-term test. The learning performances and questionnaires were used for surveying, followed by in-depth inter-views, to evaluate the feasibility of the proposed assistant system. The findings indicate that the learners in the experimental group achieved better learning outcomes than their counterparts in the control group. This can also prove that the strategy of using the variation theory in implementing feed-back for object-oriented programming is effective.

Gamification design to improve student motivation on learning object-oriented programming

Object-Oriented Programming (OOP) is a skill that must be mastered by students to survive in information technology industry competition. The problem that occurs during OOP learning is that some students are not motivated during the class because of a passive learning style and the lack of understanding from previous programming classes. Based on these problems, this study aims to design gamification to increase student’s involvement and motivation in OOP learning. Gamification provides an element of pleasure obtained in the game so that it stimulates the activeness and creativity of students. This research applied the Marczewski Gamification Framework. To find out student’s motivation in learning OOP, the Hexad Gamification Questionnaire test was used. The test results showed that 43% of students have the type of achiever. The game mechanics used in this gamification design are for achiever types of users such as levels, challenges and achievements with game elements such as points, badges and trophies. The results showed that the Marczewski Gamification Framework has been implemented in gamification design according to the functional needs of users. This research contributes to the use of gamification in increasing student motivation in learning OOP programming.

A Genetic Algorithm-Based Personalized Remedial Learning System for Learning Object-Oriented Concepts of Java

Contribution: An online genetic algorithm-based remedial learning system is presented in order to strengthen students’ understanding of object-oriented programming (OOP) concepts by tailoring personalized learning materials according to each student’s strengths and weaknesses. Background: Prior studies on computer programming education have analyzed methods of learning OOP, and shown that teaching this topic is a challenge. A simple and personalized learning system for generating remedial learning materials would therefore be valuable, but had yet to be designed. Intended Outcomes: Students’ grasp of OOP concepts is expected to improve through study of the tailored remedial learning materials generated by the system. Application Design: Students who had previously studied OOP were recruited to test the learning system in a two-semester pre-experiment using a one-group pre-test-post-test design. The students first took a pre-test that determined their individual strengths and weaknesses in these concepts. They then read three sets of quiz-based remedial learning materials; each set was generated by the system according to the individual student’s answers in the pre-test and previous quizzes. Findings: 1) Overall, the changes between learners’ pre-and post-test scores were significant; 2) Score changes for different learners (junior, senior, low-achievement, and high-achievement learners) and for different learning styles (intensive and non-intensive) were also significant; and 3) Score changes for low-achievement learners were greater than those for high-achievement learners.

Collaborative Strategy for Teaching and Learning Object-Oriented Programming course: A Case Study at Mostafa Stambouli Mascara University, Algeria

Several strategies and methods have been designed and tested to allow students to have better teaching and learning of programming concepts and training their programming skills acquired. In our university, old and classic pedagogical methods are still used in the learning of Oriented-Object Programming (OOP). This paper explores the experimentation of a pedagogical approach designed for Mostafa Stambouli Mascara University’s computer sciences students to enhance their chances to get an effective teaching using a collaborative learning and early introduction of current technologies. The study was made of 108 second year informatics students’ for two semesters (October–January 2016-2017, September-December 2017-2018) who were identified in a controlled experience for collaborative learning OOP in lab session. Students gathered into predetermined groups based on initial test and some settings. The students are supposed to share the same programming assignment by distributing roles according to global pedagogical scenario for problem-resolving activities. This experience allows the teachers to apply this strategy and see students in closer and permit them to express their problems and search together for solutions. The principal objective was to offer a new experience to motivate students and make this design a smart opportunity to have better programming performance. Furthermore, as a result of testing this new strategy, the students’ academic progress is clear. A questionnaire was distributed with the purpose of analyzing students’ motivation and satisfaction levels alongside the effects of the experiment. Results show that students found that among other benefits this method facilitates the learning process.

The Impact of a 3D Visual Programming Tool on Students' Performance and Attitude in Computer Programming

Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was explored in an introductory computer programming course using Java. Research participants were undergraduate computing students at Arab Open University – Jordan branch. Quasi-experimental design was adopted in this research, where two groups of students were chosen. The findings of this research showed that using Alice has positively impacted on students' performance and attitude towards computer programming and learning OOP concepts. The study suggests the incorporation of Alice in teaching introductory programming courses.

Introducing fundamental object-oriented programming concepts in preschool education within the context of physical science courses

Objects are everywhere. People deal with them from the beginning of their lives. From babyhood, they start to recognise them and, progressively, learn to define their attributes and designate the actions related to them. Although the basis of object-oriented programming is translating real-world objects into the object-oriented code, learning object-oriented programming is still a difficult task. To overcome this difficulty, we have to specify the right starting point of teaching basic object-oriented concepts and mark out the appropriate educational tools. In this paper, trying to answer the above questions, we present a research proposal on how fundamental object-oriented programming concepts could be introduced to children in early childhood education when physical science courses take place. The backbone of our research is the digital environment PhysGramming, through which children turn into creators, according to the theory of constructivism. The innovative aspect of PhysGramming is that children create their own games while studying physical science, in a way that provides familiarity with the basic principles of object-oriented programming and computational thinking, even though no specific reference is made to these principles.

МЕТОДИКА ФУНДАМЕНТАЛІЗОВАНОГО НАВЧАННЯ ОБ’ЄКТНО-ОРІЄНТОВАНОМУ ПРОГРАМУВАННЮ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article is devoted to the problem of improving the quality of teaching of the object-oriented programming for future specialists in the field of information technologies based on fundamentalization of education.The conditions of fundamentalization of the object-oriented programming’s learning, a content for the future IT specialists are determined. The first condition of fundamentalization is that the content of learning the object-oriented programming should contain the concepts about past, current and future technologies and methods of creating the software products, as well as the general-scientific and industry-specific fundamental laws and categories. The list of basic concepts of object-oriented programming and basic general-scientific and branch laws and categories for their substantiation is given. The second condition of fundamentalizing the content of learning the object-oriented programming is the presentation of basic concepts indicating the purpose, structure, principle of action, characteristics and the fundamental general-scientific and branch laws and categories. The third condition of the fundamentalization of education is the provision of productive educational and cognitive activity of students, which reflects the process of designing, modeling and developing the new or improved existing software, both in practical and in lecture classes. The organization method of productive educational and cognitive activity of students during lectures and practical classes is described. The method and didactic means of training for the improvement of existing ones and the creation of new IT products are developed. The implementation of the method and didactic means for improving the basic IT product during the learning of object-oriented programming during the lecture classes is considered on the example of the topic “Organization of inheritance mechanisms in classes”. An example of applying the method of creating new IT products for organizing the productive educational and cognitive activity of students at practical classes during the studying of the topic “The concept of virtual functions and polymorphism” is given. Consequently, the goals, content, methods and didactic means of learning the object-oriented programming based on the fundamentalized approach will allow students to develop the professional competence of IT professionals to perform the productive professional activities in designing and creating new computer software.

MEASURING EFFECT OF CULTURALLY RESPONSIVE LEARNING ENVIRONMENT FOR COMPUTING EDUCATION IN AFRICAN CONTEXT

A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. Key words: computer attitude, computer achievement, object-oriented concepts, Oware game, indigenous knowledge, integrationist approach.