Applying Educational Programming Language‐Based Learning to Enhance the Programming Skills of Non‐ICT Engineering College Students
Bibliographic Data
| ID | 23039506 |
|---|---|
| Authors | Jorge Rodas‐Silva (0000-0001-6526-7740, Universidad Estatal de Milagro, corresponding author), Jorge Parraga-Alava (0000-0001-8558-9122, Universidad Técnica de Manabí), Mariuxi Vinueza-Morales (0000-0002-6760-6061, Universidad Estatal de Milagro), Ana Eva Chacón Luna (0000-0001-6966-5033, Universidad Estatal de Milagro), J Cobo (0000-0001-8580-8743, Universidad Estatal de Milagro) |
| Editors | Mohammad Amin Kuhail (0000-0002-0000-0989) |
| Year | 2024 |
| Volume | 2024 |
| Issue | 1 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Behavior and Emerging Technologies (JOURNAL) |
| Journal identifiers | ISSN: 2578-1863 • E-ISSN: 2578-1863 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2024/4918351 |
| OpenAlex | W4401087746 |
| Language | EN |
| References cited | 69 |
The need for knowledgeable programmers has increased, highlighting the importance of strong programming foundations in engineering education. Limited access to high‐quality learning materials and educational opportunities presents challenges unrelated to information and communication technology (ICT) field (non‐ICT‐related) students in acquiring programming skills. Educational programming languages (EPLs) such as App Lab have gained popularity as they offer an accessible platform for students to learn programming fundamentals in a visual and interactive manner. This paper examines the impact of the EPL called App Lab on the development of fundamental programming skills among non‐ICT‐related field engineering college students. We conducted a quasiexperimental research study using a single‐blinded, nonequivalent control group pretest–posttest design. The study included 56 participants, all of whom were enrolled in the Environmental Engineering and Biotechnology program at the State University of Milagro (UNEMI), Ecuador. The experimental group consisted of 26 students, while the control group comprised 30 students. The assessment process involved the administration of a battery of 200 questions before and after the intervention. The intervention involved the use of App Lab as an EPL and lasted for a duration of 3 weeks exclusively for the experimental group, while the control group followed their usual tutoring program. The study results showed that students who received EPL‐mediated learning with App Lab had significant increase in their programming skills. App Lab demonstrated a positive impact, particularly among male students who reported Internet usage, as well as in advanced programming topics including loops, lists, and functions, when compared to their female counterparts.
Information and Communications Technology · Intervention (counseling) · Mathematics education · Medical education · Multimedia · Popularity · World Wide Web · Computer Science · E-Learning and Knowledge Management · Medicine · Mobile Learning in Education · Psychology · Teaching and Learning Programming
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| Highly cited | No |
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