Affiliations: Department of Computer Science and Software
Engineering, Auburn University, Auburn, AL, USA | Department of Education, Capella University, Minneapolis, MN, USA
Abstract: Research on techniques for teaching computer programming to novice
learners has suggested that introducing programming concepts and theories is
extremely difficult because the learners have to assimilate syntactical methods
of the programming language as well as their interface to the programming
world. Computer programming for the novice requires the understanding of a
variety of different areas such as logic and mathematical concepts, syntax, the
language interface, algorithms, flowcharts, and pseudocode associated with
programming theory, which can overwhelm the learner and increase levels of
stress and frustration (cognitive load). The central theme of this research was
to examine the effects of scaffolding tools on cognitive load levels as
participants completed laboratory assignments within a Visual Basic for
Applications programming course, and to compare final course grades in Phase I
and Phase II of the research. Participants were asked to evaluate their
cognitive load as they completed assignments throughout the course. Course
grades were also collected because all students in Phase I of the research
eventually received the scaffolding tool prior to the final exam. Phase I of
this study showed that within the major groups of online and face-to-face
learners, and the subgroups of treatment and control, some benefit (as
determined by the statistical means) was obtained by the use of the scaffolding
tool to reduce cognitive load and improve laboratory scores. In the second
phase of this research the students did not receive the scaffolding tool. A
comparison of Phase I and Phase II indicates that the Group with the
Scaffolding Tool (Phase I) experienced lower levels of cognitive load and
attained higher laboratory and course scores than did the Group without the Scaffolding Tool.
