Iteration, the repetition of computational steps, is a core concept in programming. Students usually learn about iteration in an entry-level Computer Science class. Virginia Tech's Computational Thinking (CT) course is designed to teach non-CS majors computing skills and new ways of thinking. The course covers iteration on Day 8 of the class. We conducted a pretest before, and three post-tests after, Day 8 of the Computational Thinking class in Spring 2018 on 137 students. The pre-test was intended to measure knowledge of iteration before the material was covered. We found from the post-tests that students' knowledge of iteration did not satisfy the course objectives in Spring 2018, because the knowledge gain shown between pre-test and post-tests was not significant. We developed interactive visualizations and exercises for Fall 2018 and Spring 2019. For three semesters we conducted tests and compared the data from Fall 2018 and Spring 2019 (the treatment) against Spring 2018 (the control). We found that Spring 2019 students had greater knowledge gains than Spring 2018 students. Also, we conducted surveys in Fall 2018 and Spring 2019 from students to learn more about their recall, helpfulness, and reuse of the interactive visualizations. Finally, we analyzed data from the interactive exercises and page use to investigate students' usage behavior. / Master of Science / Iteration is a process of repeating a set of instructions or structures. An iterative process repeats until a condition is met or a specified number of repetitions is completed. Students usually learn about iteration in an entry-level Computer Science class. Virginia Tech’s Computational Thinking (CT) course is designed to teach non-CS majors computing skills and new ways of thinking. The course covers iteration on Day 8 of the class. We conducted a pretest before, and three post-tests after, Day 8 of the Computational Thinking class in Spring 2018 on 137 students. The pre-test was intended to measure knowledge of iteration before the material was covered. We found from the post-tests that students’ knowledge of iteration did not satisfy the course objectives in Spring 2018. In particular, the knowledge gain shown between pre-test and post-tests was not significant. We developed interactive visualizations and exercises that were used during Fall 2018 and Spring 2019. We conducted tests and compared the data from Fall 2018 and Spring 2019 (the treatment) against Spring 2018 (the control). To see if there was a statistically significant difference between the absolute score means of three groups, we used independent sample t-tests. Also we used paired sample t-tests to see if there was a greater knowledge gain after using our invention. By analyzing the results of the t-tests, we found that Spring 2019 students had greater knowledge gains than Spring 2018 students. Also, we conducted student surveys in Fall 2018 and Spring 2019 to learn more about their opinions on recall, helpfulness, and reuse of the interactive visualizations. We analyzed data from the interactive exercises and page use to investigate students’ usage behavior.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/101684 |
| Date | 09 July 2019 |
| Creators | Chon, Jieun |
| Contributors | Computer Science, Shaffer, Clifford A., Kafura, Dennis G., Tilevich, Eli |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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