Promoting Meaningful Learning in Computer Science Courses by Leveraging Concreteness Fading

image of computer code

 Image used under the Creative Commons Zero (CC0) license.

Project Team: 

Edith Law, David R. Cheriton School of Computer Science 

Sangho Suh, David R. Cheriton School of Computer Science 

(Project timeline: January 2019-December 2020)

Description

  • This project investigated innovative approaches to enhancing teaching and learning in computer science courses by examining how to use an instructional technique named concreteness fading.
    • Concreteness fading has the potential to foster deep learning by helping learners make connections between what they are learning and what they already know.
  • Applicants are hopeful that this technique will aid both students and instructors who are struggling to learn, and relatabley teach abstract CS concepts respectively. 

Questions Investigated

  • What is the design process for coding strip? What tools, if any, are needed to support this process?
  • In what ways can coding strip be used? What are its perceived usefulness?
  • How can we further ease the authoring of coding strip? What parts of the process can we automate?

Findings

  • Comics make a powerful medium for visualizing programming concepts, languages, and procedures in terms of real-life situations and objects.
    • This project found that coding strip is perceived as offering numerous teaching and learning benefits, such as engaging learners and improving comprehension and recall of learned concepts.

Dissemination and Impact

  • Three PhD Seminars were held about the projects conducted for this grant.
    • In particular, CS 105 showcased the comics in their learning, and received positive feedback from students.
  • Findings were presented at the UW Teaching & Learning Conference, and Research Commons.
  • Works from this grant were presented in the fields of Human-Computer Interaction (HCI) and CS Education.
  • Research has been featured in ACM TechNews, and UW News.

Implications

  • The project allowed applicants to become more aware of what makes teaching and learning more effective.
  • Applicants connected with colleagues from Math, and Engineering.
  • Further research of this topic can be explored in a recent LITE grant completed by the same applicants.

Recognition

"" UW News (December 16, 2020)

References

Reference document (PDF)

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