Adolescent and Adult Student Attitudes Towards Progress Visualizations

Onni Aarne, Petrus Peltola, Antti Leinonen, Juho Leinonen, Arto Hellas

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Kuvaus

Keeping students motivated for the duration of a course is easier said than done. Contextualizing student efforts with learning progress visualizations can help maintain engagement. However, progress can be visualized in many different ways. So far very little research has been done into which types of visualizations are most effective, and how different contexts affect the effectiveness of visualizations. We compare the effects of two different progress visualizations in an introductory programming course. Preliminary results show that older students prefer a visualization that emphasizes long-term progress, whereas younger students prefer a visualization that highlights progress within a single week. Additionally, students perform better and are more motivated when their visualization matches their age group’s preferred visualization. Possible explanations and implications are discussed.
Alkuperäiskielienglanti
OtsikkoInformatics in Schools: Focus on Learning Programming : 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings
ToimittajatValentina Dagiene, Arto Hellas
Sivumäärä12
JulkaisupaikkaCham
KustantajaSpringer
Julkaisupäivä19 marraskuuta 2017
Sivut15-26
ISBN (painettu)978-3-319-71482-0
ISBN (elektroninen)978-3-319-71483-7
DOI - pysyväislinkit
TilaJulkaistu - 19 marraskuuta 2017
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaInternational Conference on Informatics in Schools - University of Helsinki, Helsinki, Suomi
Kesto: 13 marraskuuta 201715 marraskuuta 2017
Konferenssinumero: 10
http://issep2017.cs.helsinki.fi/pages/

Julkaisusarja

NimiLecture Notes in Computer Science
KustantajaSpringer
Vuosikerta10696
ISSN (painettu)0302-9743
ISSN (elektroninen)1611-3349

Tieteenalat

  • 113 Tietojenkäsittely- ja informaatiotieteet
  • 516 Kasvatustieteet

Lainaa tätä

Aarne, O., Peltola, P., Leinonen, A., Leinonen, J., & Hellas, A. (2017). Adolescent and Adult Student Attitudes Towards Progress Visualizations. teoksessa V. Dagiene, & A. Hellas (Toimittajat), Informatics in Schools: Focus on Learning Programming: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings (Sivut 15-26). (Lecture Notes in Computer Science; Vuosikerta 10696). Cham: Springer. https://doi.org/10.1007/978-3-319-71483-7_2
Aarne, Onni ; Peltola, Petrus ; Leinonen, Antti ; Leinonen, Juho ; Hellas, Arto. / Adolescent and Adult Student Attitudes Towards Progress Visualizations. Informatics in Schools: Focus on Learning Programming: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings. Toimittaja / Valentina Dagiene ; Arto Hellas. Cham : Springer, 2017. Sivut 15-26 (Lecture Notes in Computer Science).
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title = "Adolescent and Adult Student Attitudes Towards Progress Visualizations",
abstract = "Keeping students motivated for the duration of a course is easier said than done. Contextualizing student efforts with learning progress visualizations can help maintain engagement. However, progress can be visualized in many different ways. So far very little research has been done into which types of visualizations are most effective, and how different contexts affect the effectiveness of visualizations. We compare the effects of two different progress visualizations in an introductory programming course. Preliminary results show that older students prefer a visualization that emphasizes long-term progress, whereas younger students prefer a visualization that highlights progress within a single week. Additionally, students perform better and are more motivated when their visualization matches their age group’s preferred visualization. Possible explanations and implications are discussed.",
keywords = "113 Computer and information sciences, 516 Educational sciences",
author = "Onni Aarne and Petrus Peltola and Antti Leinonen and Juho Leinonen and Arto Hellas",
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Aarne, O, Peltola, P, Leinonen, A, Leinonen, J & Hellas, A 2017, Adolescent and Adult Student Attitudes Towards Progress Visualizations. julkaisussa V Dagiene & A Hellas (toim), Informatics in Schools: Focus on Learning Programming: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings. Lecture Notes in Computer Science, Vuosikerta 10696, Springer, Cham, Sivut 15-26, International Conference on Informatics in Schools, Helsinki, Suomi, 13/11/2017. https://doi.org/10.1007/978-3-319-71483-7_2

Adolescent and Adult Student Attitudes Towards Progress Visualizations. / Aarne, Onni; Peltola, Petrus; Leinonen, Antti; Leinonen, Juho; Hellas, Arto.

Informatics in Schools: Focus on Learning Programming: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings. toim. / Valentina Dagiene; Arto Hellas. Cham : Springer, 2017. s. 15-26 (Lecture Notes in Computer Science; Vuosikerta 10696).

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

TY - GEN

T1 - Adolescent and Adult Student Attitudes Towards Progress Visualizations

AU - Aarne, Onni

AU - Peltola, Petrus

AU - Leinonen, Antti

AU - Leinonen, Juho

AU - Hellas, Arto

PY - 2017/11/19

Y1 - 2017/11/19

N2 - Keeping students motivated for the duration of a course is easier said than done. Contextualizing student efforts with learning progress visualizations can help maintain engagement. However, progress can be visualized in many different ways. So far very little research has been done into which types of visualizations are most effective, and how different contexts affect the effectiveness of visualizations. We compare the effects of two different progress visualizations in an introductory programming course. Preliminary results show that older students prefer a visualization that emphasizes long-term progress, whereas younger students prefer a visualization that highlights progress within a single week. Additionally, students perform better and are more motivated when their visualization matches their age group’s preferred visualization. Possible explanations and implications are discussed.

AB - Keeping students motivated for the duration of a course is easier said than done. Contextualizing student efforts with learning progress visualizations can help maintain engagement. However, progress can be visualized in many different ways. So far very little research has been done into which types of visualizations are most effective, and how different contexts affect the effectiveness of visualizations. We compare the effects of two different progress visualizations in an introductory programming course. Preliminary results show that older students prefer a visualization that emphasizes long-term progress, whereas younger students prefer a visualization that highlights progress within a single week. Additionally, students perform better and are more motivated when their visualization matches their age group’s preferred visualization. Possible explanations and implications are discussed.

KW - 113 Computer and information sciences

KW - 516 Educational sciences

U2 - 10.1007/978-3-319-71483-7_2

DO - 10.1007/978-3-319-71483-7_2

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BT - Informatics in Schools: Focus on Learning Programming

A2 - Dagiene, Valentina

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Aarne O, Peltola P, Leinonen A, Leinonen J, Hellas A. Adolescent and Adult Student Attitudes Towards Progress Visualizations. julkaisussa Dagiene V, Hellas A, toimittajat, Informatics in Schools: Focus on Learning Programming: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings. Cham: Springer. 2017. s. 15-26. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-319-71483-7_2