The impact of guided metacognitive feedback on novice programmers using learning by teaching environment
Other Title(s)
تأثير الملاحظات ما وراء المعرفية على المبرمجين المبتدئين في بيئة التعلم عن طريق التدريس بواسطة الأنظمة المعتمدة على الكمبيوتر
Joint Authors
al-Hazimi, Uhud
Marufi, Rafiqah
al-Juburi, Abd al-Wahhab
Source
Journal of King Abdulaziz University : Computing and Information Technology Sciences
Issue
Vol. 8, Issue 2 (31 Dec. 2019), pp.13-31, 19 p.
Publisher
King Abdul Aziz University Faculty of Computing and Information Technology
Publication Date
2019-12-31
Country of Publication
Saudi Arabia
No. of Pages
19
Main Subjects
Information Technology and Computer Science
Topics
Abstract EN
Learning-by-teaching is a powerful approach that enhances students to think deeply, orally and repeatedly.
Several computer-based systems have been implemented where students play the teacher role and virtual agents play the tutee role.
The existing systems focus on various domains, but none of them has considered programming problem solving.
Additionally, the majority of these systems did not provide metacognitive support.
They only focus on providing feedback as correct answers, and this type of feedback is called knowledge of correct response.
However, this paper explores the influence of guided metacognitive feedback on novice programmers in a teachable agent environment.
For that, a computer-based learning environment is built to enable the novice programmers to teach programming problem solving to an animated agent.
It combines learning-by-teaching technique and metacognitive support in order to assist those beginners to acquire comprehensive learning on how to solve unfamiliar problems and prepare those programmers for future learning tasks.
We conduct an experiment to compare the effect of the aforementioned feedbacks on the novice programmers’ performance in learning-byteaching paradigm.
The results show that the metacognitive feedback has positive effect on novice programmers’ achievement of solving problems.
In addition, providing metacognitive feedback as explicit feedback in learning-by-teaching paradigm improves the novices' abilities to estimate what they know and what they do not know about how to solve new programming problems.
American Psychological Association (APA)
al-Hazimi, Uhud& Marufi, Rafiqah& al-Juburi, Abd al-Wahhab. 2019. The impact of guided metacognitive feedback on novice programmers using learning by teaching environment. Journal of King Abdulaziz University : Computing and Information Technology Sciences،Vol. 8, no. 2, pp.13-31.
https://search.emarefa.net/detail/BIM-931474
Modern Language Association (MLA)
al-Hazimi, Uhud…[et al.]. The impact of guided metacognitive feedback on novice programmers using learning by teaching environment. Journal of King Abdulaziz University : Computing and Information Technology Sciences Vol. 8, no. 2 (2019), pp.13-31.
https://search.emarefa.net/detail/BIM-931474
American Medical Association (AMA)
al-Hazimi, Uhud& Marufi, Rafiqah& al-Juburi, Abd al-Wahhab. The impact of guided metacognitive feedback on novice programmers using learning by teaching environment. Journal of King Abdulaziz University : Computing and Information Technology Sciences. 2019. Vol. 8, no. 2, pp.13-31.
https://search.emarefa.net/detail/BIM-931474
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 29-30
Record ID
BIM-931474