Dialogue alongside or within lecturing videos for teaching debugging
Bibliographic Data
| ID | 21743883 |
|---|---|
| Authors | Lu Ding (0000-0002-1454-1532, University of South Alabama), Krista J Stacey (0009-0007-8824-1974, University of South Alabama), Meehyun Yoon (0000-0003-3337-1660, Chungbuk National University, corresponding author) |
| Year | 2026 |
| Volume | 58 |
| Issue | 2 |
| Pages | 250-267 |
| Publication date | 2026-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2024.2404133 |
| OpenAlex | W4403089813 |
| Language | EN |
| References cited | 45 |
Debugging is a crucial skill in programming education, yet it remains a significant challenge for both learners and educators. Despite the known benefits of tutoring-style videos in various educational contexts, their impact on teaching debugging has been underexplored. This research seeks to understand the effectiveness of tutoring-style videos along with online discussions in enhancing undergraduate student learning in debugging tasks. Our findings highlight a complex interplay between emotional engagement and learning outcomes in the context of tutoring-style videos in teaching debugging. Despite the experimental group’s higher engagement, it was the control group that excelled in learning outcomes and the quality of online discussions. Implications of using tutoring-style videos for emotional support with traditional video strategies focused on cognitive challenges and achievement were discussed
Computer-Assisted Instruction · Debugging · Educational technology · Human–computer interaction · Mathematics education · Multimedia · Programming language · Teaching method · Computer Science · Educational Games and Gamification · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Teaching and Learning Programming
Confusion can be beneficial for learning
The Icap Framework
Human Autonomy
Dynamics of affective states during complex learning
Interrater reliability
Social learning theory
Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class
Learning from error episodes in dialogue-videos
Using Targeted Feedback to Address Common Student Misconceptions in Introductory Programming
Control and information in the intrapersonal sphere
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |