1~PHUR(QHUR$EULO 8QHVWXGLRSLORWRVREUHHOHIHFWRGHORV WXWRUHVFRJQLWLYRVSDUDODHQVHxDQ]D GHFRQFHSWRVEiVLFRVGHSURJUDPDFLyQ Carlos Argelio Arévalo Mercado -XDQ0DQXHO*yPH]5H\QRVR RESUMEN /DHQVHxDQ]DGHODSURJUDPDFLyQSUHVHQWDSUR EOHPDVUHFXUUHQWHVHQORVDOXPQRVGHOSULPHUDxR GH OLFHQFLDWXUD GHELGR D OD FRPSOHMLGDG GH VX HVWUXFWXUD GH FRQRFLPLHQWR 'LYHUVRV IDFWRUHV FRJQLWLYRV KDQ VLGR LGHQWLÀFDGRV HQ OD OLWHUDWX UDLQGLFDQGRXQHIHFWRHQHOUHQGLPLHQWRGHORV DOXPQRV+HUUDPLHQWDVEDVDGDVHQ7HFQRORJtDV GHOD,QIRUPDFLyQ7,KDQVLGRGHVDUUROODGDVSDUD D\XGDU HQ HO DSUHQGL]DMH GH OD SURJUDPDFLyQ FRQWDQGR FRQ DWULEXWRV GH GLVHxR \ UHVXOWDGRV diversos. El presente estudio reporta la aplicación de un estudio piloto con dos grupos de estudian WHVGHQLYHOPHGLRGHOHVWDGRGH$JXDVFDOLHQWHV usando prototipos de tutores cognitivos. Se apli có una evaluación para medir el grado de reten FLyQDVtFRPRSUXHEDVHVWDGtVWLFDVSDUDDQDOL]DU los datos. Los resultados preliminares no muestran GLIHUHQFLDV HVWDGtVWLFDPHQWH VLJQLÀFDWLYDV HQ HO UHQGLPLHQWR GH DPERV JUXSRV 6H DUJXPHQWD TXHODDXVHQFLDGHXQLQVWUXFWRUKXPDQR\ODIDO WDGHXQDFDSDFLWDFLyQSUHVHQFLDOSUHYLDHQWUH Palabras clave: 7XWRUHV FRJQLWLYRV SURJUDPDFLyQ GLVHxR LQVWUXFFLRQDO WHRUtD GH ÁH[LELOLGDG FRJQLWLYD VRIWZDUH SDUDODHQVHxDQ]DHOHDUQLQJ Key words: Cognitive tutors, programming, instructional GHVLJQ HOHDUQLQJ FRJQLWLYH ÁH[LELOLW\ WKHRU\ VRIWZDUH IRU teaching. Recibido: 20 de junio de 2009, aceptado: 7 de septiembre de 2009 3 (OHVWXGLRVHGHULYDGHXQSUR\HFWRGHLQYHVWLJDFLyQÀQDQFLDGR internamente por la Universidad Autónoma de Aguascalientes, GHQRPLQDGR ´'HVDUUROOR GH XQ REMHWR GH DSUHQGL]DMH SDUD XQ GRPLQLRGHFRQRFLPLHQWRFRPSOHMRµ Departamento de Sistemas de Información, Centro de Ciencias Básicas, Universidad Autónoma de Aguascalientes, carevalo@ FRUUHRXDDP[ Departamento de Sistemas Electrónicos, Centro de Ciencias %iVLFDV8$$MPJU#FRUUHRXDDP[ RWUDV YDULDEOHV SXGR LQÁXLU HQ ORV UHVXOWDGRV RE tenidos. ABSTRACT /HDUQLQJ WR SURJUDP LV D UHFXUULQJ SUREOHP WR ÀUVW\HDUXQGHUJUDGXDWHVWXGHQWVJLYHQLWVFRP SOH[ NQRZOHGJH VWUXFWXUH 6HYHUDO FRJQLWLYH IDF WRUVKDYHEHHQLGHQWLÀHGLQOLWHUDWXUHWRKDYHDQ HIIHFWLQVWXGHQWSHUIRUPDQFH7RROVEDVHGRQ,Q IRUPDWLRQ7HFKQRORJ\,7KDYHEHHQGHYHORSHG over time to aid apprentices in learning to pro JUDP ZLWK YDU\LQJ UHVXOWV DQG GHVLJQ DWWULEXWHV 7KLV VWXG\ UHSRUWV WKH XVH RI SURWRW\SH FRJQLWLYH WXWRUV ZLWK WZR JURXSV RI KLJK VFKRRO VWXGHQWV LQ WKH VWDWH RI $JXDVFDOLHQWHV 0H[LFR $Q HYDOXD WLRQ RI SHUIRUPDQFH ZDV PDGH DQG VWDWLVWLFDO WHVWVZHUHDSSOLHGWRFROOHFWHGGDWD3UHOLPLQDU\ UHVXOWV VKRZ QR VWDWLVWLFDO VLJQLÀFDQW GLIIHUHQFH EHWZHHQWKHWZRJURXSV,WLVDUJXHGWKDWWKHDE VHQFHRIDKXPDQLQVWUXFWRUDQGWKHODFNRIIDFH WRIDFHWUDLQLQJFRXOGKDYHLQÁXHQFHGWKHUHVXOWV RIWKHH[SHULPHQWDOJURXS INTRODUCCIÓN El problema de la enseñanza de la programación /D HQVHxDQ]D GH OD SURJUDPDFLyQ HQWHQGLGD FRPR OD KDELOLGDG SDUD HVFULELU SURJUDPDV GH FRPSXWDGRUDKDVLGR\HVHOWHPDGHQXPHURVDV investigaciones a nivel mundial. La literatura re SRUWDGHPDQHUDUHFXUUHQWH'LMNVWUD0LOQH 5RZH TXH ORV DOXPQRV WLHQHQ GLÀFXOWD GHVSDUDDSUHQGHUDSURJUDPDUKHFKRUHÁHMDGR HQORVDOWRVQLYHOHVGHUHSUREDFLyQ(VFODUDPHQ WHUHFRQRFLGRTXHODQDWXUDOH]DGHOWHPDGHOD SURJUDPDFLyQ HV FRPSOHMD GHELGR HQWUH RWURV IDFWRUHVDTXHVXHVWUXFWXUDWLHQGHDVHUMHUiUTXL FD \ QR OLQHDO HQ WDQWR TXH ORV FRQFHSWRV TXH 1~PHUR(QHUR$EULO OD FRQIRUPDQ HVWiQ IXHUWHPHQWH UHODFLRQDGRV \ UHVXOWDSRFRHIHFWLYRHQVHxDUORVGHPDQHUDDLV ODGD\VHFXHQFLDO'X%RXOD\-HQNLQV 0LOQH 5RZH 'DGD OD FRPSOHMLGDG GHO SUREOHPD ORV LQYHVWLJDGRUHV KDQ HVWXGLDGR HO WHPDGHVGHGLYHUVDVSHUVSHFWLYDV\DODIHFKD KDQHQFRQWUDGRHYLGHQFLDVREUHDOJXQRVIDFWR UHVTXHLQÁX\HQHQODFDSDFLGDGGHOHVWXGLDQWH SDUD DSUHQGHU D SURJUDPDU 6H PHQFLRQD TXH OD H[SHULHQFLD SUHYLD DO SULPHU FXUVR GH SURJUD PDFLyQ +DJDQ 0DUNKDP +ROGHQ :HHGHQ DIHFWD HO GHVHPSHxR GHO DOXP no durante los cursos introductorios. Los modelos PHQWDOHVWDPELpQLQÁX\HQHQHOUHQGLPLHQWRGHO DSUHQGL] GH SURJUDPDGRU %D\PDQ )L[[ +HJDUW\0D$VSHFWRVFRJQL WLYRVFRPRODOODPDGDDXWRHÀFDFLD+HJJHVWDG 5DPDOLQJDP :LHGHQEHFN /D%HOOH .DLQHQWHQGLGDFRPR´ORELHQTXHXQR SXHGHHMHFXWDUFXUVRVGHDFFLyQUHTXHULGRVSDUD OOHYDU D FDER VLWXDFLRQHV SURVSHFWLYDVµ %DQGX UDSiJ\ODDQVLHGDGFRPSXWDFLRQDO %URVQDQ VRQ IDFWRUHV VREUH ORV FXDOHV VH WLHQH HYLGHQFLD GH XQ HIHFWR HQ HO UHQGLPLHQWR GH ORV HVWXGLDQWHV )LQDOPHQWH VH KDEOD GH TXH ODKDELOLGDGPDWHPiWLFD+X:KLWH \ORVHVWLORVGHDSUHQGL]DMH6DGOHU6PLWK6PLWK 7KRPDV 5DWFOLIIH :RRGEXU\ -DUPDQ WDPELpQWLHQHQLQÁXHQFLDVREUHODIDFLOLGDG GHDSUHQGL]DMHGHOWHPD 3RU HOOR HVWRV IDFWRUHV TXH DIHFWDQ HO UHQGL PLHQWR GHO HVWXGLDQWH GH SURJUDPDFLyQ KDFHQ TXHVHDVXPDPHQWHGLItFLOGHVGHHOSXQWRGHYLV WD SHGDJyJLFR HO GLVHxR GH HVWUDWHJLDV GH HQ VHxDQ]DHIHFWLYDVTXHYD\DQPiVDOOiGHORVPp WRGRVWUDGLFLRQDOHV3RURWURODGRHVUHFRQRFLGR TXH HO PRGR GH HQVHxDQ]D SRU PHGLR GH WXWR UHVKXPDQRV²HOFXDOHQVHxDDXQRRGRVDOXP QRV²SURGXFHXQHIHFWRVLJQLÀFDWLYDPHQWHPHMRU %ORRP TXH OD HQVHxDQ]D FRQYHQFLRQDO GHQWURGHXQVDOyQGHFODVHGRQGHXQSURIHVRU HQVHxDDXQJUXSRDSUR[LPDGRGHDOXPQRV 'H WDO VXHUWH TXH ORV PpWRGRV GH HQVHxDQ]D DSR\DGRVSRU7,EXVFDQUHSURGXFLUHOHIHFWRGX %RXOD\TXHWLHQHHVWDPRGDOLGDGGHHQVH xDQ]DSHUVRQDOL]DGD Herramientas para la enseñanza de la programación basadas en Tecnologías de Información $ORODUJRGHOWLHPSRORVLQYHVWLJDGRUHVKDQGHVD UUROODGRKHUUDPLHQWDVEDVDGDVHQ7HFQRORJtDVGH ,QIRUPDFLyQ7,EXVFDQGRDSR\DUHOSURFHVRGH HQVHxDQ]DGHODSURJUDPDFLyQ/DQDWXUDOH]DGH HVWDV KHUUDPLHQWDV ²\ ORV UHVXOWDGRV UHSRUWDGRV² VRQ VXPDPHQWH GLYHUVRV \ XQD FODVLÀFDFLyQ H[ KDXVWLYDGHHOORVUHEDVDHODOFDQFHGHOSUHVHQWH DUWtFXOR(QJHQHUDOODVKHUUDPLHQWDVGHDSR\RD ODHQVHxDQ]DGHODSURJUDPDFLyQWLHQHQHQFR P~QORVVLJXLHQWHVDWULEXWRV $\XGDV YLVXDOHV (VWDV KHUUDPLHQWDV SURSRU FLRQDQDSR\RDODSUHQGL]PHGLDQWHDQLPD ciones del comportamiento de algoritmos +DPHU 1DSV R GH FRQFHSWRV FRPSOHMRVWDOHVFRPRODUHFXUVLYLGDG-HKQJ 0XOWLPHGLD(OXVRGHDXGLRYLGHRHLQWHUDFWL YLGDGWDPELpQKDVLGRXWLOL]DGRSDUDD\XGDU en la comprensión de conceptos de progra PDFLyQ &KDQVLOS &RRSHU 0F .HRZQ 0LQLOHQJXDMHV(VWHWLSRGHDSOLFDFLRQHV%UX VLORYVN\0F,YHUEXVFDQUHGXFLUOD FRPSOHMLGDG GH ORV OHQJXDMHV GH SURJUDPD FLyQWUDGLFLRQDOHVGLVPLQX\HQGRODFDQWLGDG GH IXQFLRQHV GLVSRQLEOHV \ DXPHQWDQGR OD XVDELOLGDG 8VR GH LQWHOLJHQFLD DUWLÀFLDO Los tutores inte OLJHQWHVVRQXQDWHFQRORJtDTXHLQWHQWDEULQ GDUUHWURDOLPHQWDFLyQGLULJLGDDODSUHQGL]GH SURJUDPDGRUDOWLHPSRTXHUDVWUHDSDWURQHV GHXVR%UXVLORYVN\-5$QGHUVRQ&RU EHW.5.RHGLQJHU.XPDU 5HXWLOL]DFLyQ (Q HVWH iPELWR ORV OODPDGRV REMHWRV GH DSUHQGL]DMH :LOH\ SURPH WHQODUHXWLOL]DFLyQGHFRQWHQLGRVHQGLYHUVRV FRQWH[WRV SRU PHGLR GH HVWiQGDUHV SDUD VX HQVDPEOH\E~VTXHGD%R\OH.XMDQVXX 0DWWKtDVGyWWLU 0RLVH\ 1H YHQ (Q HVWH FRQWH[WR ORV REMHWLYRV GHO SUHVHQ WH HVWXGLR SLORWR FRQVLVWLHURQ HQ PHGLU HO HIHFWR GH XQ WLSR HVSHFLDO GH WXWRU LQWHOLJHQWH VREUH HO DSUHQGL]DMH GH ORV SULQFLSLRV EiVLFRV GH OD SUR gramación en alumnos de nivel preparatoria. El modelo de investigación aplicado considera al GHVHPSHxRDSUHQGL]DMH GH OD SURJUDPDFLyQ FRPRYDULDEOHGHSHQGLHQWH\DOPpWRGRGHHV WXGLR FRPR YDULDEOH LQGHSHQGLHQWH &RPR RE MHWLYR VHFXQGDULR VH EXVFy GHWHFWDU FXiOHV YD ULDEOHVDPELHQWDOHVRFRJQLWLYDVDGLFLRQDOHVTXH QRIXHURQFRQWURODGDVSXGLHURQKDEHUWHQLGRXQ HIHFWR VLJQLÀFDWLYR HQ HO SURFHVR GH WUDQVIHUHQ FLDGHFRQRFLPLHQWR(QHVWHVHQWLGRHOHVWXGLR ,QWHUHVDGRVHQHOWHPDSXHGHQFRQVXOWDU.HOOHKHU 1~PHUR(QHUR$EULO IXHGHWLSRH[SORUDWRULR6HKLSRWHWL]DTXHHOXVR GHXQDKHUUDPLHQWDGHHQVHxDQ]DGHODSURJUD PDFLyQFRPRORVWXWRUHVFRJQLWLYRVLQÁX\HQSR VLWLYDPHQWH HQ HO DSUHQGL]DMH GH ORV FRQFHSWRV EiVLFRVGHSURJUDPDFLyQ /RV WXWRUHV DTXt GHVFULWRV VH HQFXHQWUDQ HQ HWD SD GH HYDOXDFLyQ HQ IRUPD GH SURWRWLSRV \ ORV UHVXOWDGRVREWHQLGRVVHUYLUiQSDUDVXSRVWHULRUUH ÀQDPLHQWR MATERIALES Y MÉTODOS Tutores cognitivos /D OLWHUDWXUD VREUH KHUUDPLHQWDV GH HQVHxDQ]D EDVDGDV HQ VRIWZDUH UHSRUWD XQ WLSR HVSHFLDO de aplicación conocida como tutor cognitivo -5$QGHUVRQet al., TXHFXHQWDFRQXQ KLVWRULDOSRVLWLYRHQODHQVHxDQ]DGHWHPDVWDOHV FRPRHOiOJHEUD\ODJHRPHWUtD..RHGLQJHU - $QGHUVRQ \ OD HQVHxDQ]D GH OHQJXDMHV GH SURJUDPDFLyQ GH LQWHOLJHQFLD DUWLÀFLDO WDOHV FRPR /,63 &RUEHWW /D WHRUtD GHWUiV GH HVWDVKHUUDPLHQWDVHVFRJQLWLYDFRQRFLGDFRPR $&75 (Adaptive Control of Tought - Rational, J. $QGHUVRQ-5$QGHUVRQ)PLVPDTXH EXVFD FRPSUHQGHU \ VLPXODU HO IXQFLRQDPLHQWR GH OD PHQWHKXPDQD6LQ HPEDUJRHO FRVWR GH GHVDUUROORGHHVWHWLSRGHDSOLFDFLRQHVHVDOWR. .RHGLQJHU 9 $OHYHQ +HIIHUPDQ % 0F/DUHQ +RFNHQEHUU\0XUUD\3RUHMHPSOR. .RHGLQJHUHWDOSiJPHQFLRQDQTXHHO KWWSFWDWSDFWFVFPXHGX HVIXHU]RHVWLPDGRUHTXHULGRSDUDHOGHVDUUROORGH XQWXWRULQWHOLJHQWHVHHQFXHQWUDHQWUH\ KRUDVSRUFDGDKRUDGHLQVWUXFFLyQ(QYLVWDGH WDOSUREOHPiWLFDDOJXQRVLQYHVWLJDGRUHV9$OH YHQ%0F/DUHQ-6HZDOO..RHGLQJHU 9LQFHQW$OHYHQ%UXFH0F/DUHQ-RQDWKDQ6HZDOO .HQHWK.RHGLQJHUKDQEXVFDGRPDQH ras de disminuir el tiempo y costo de desarrollo de ORVWXWRUHVFRJQLWLYRVHOLPLQDQGRHOUHTXHULPLHQ to de contar con conocimientos de modelación FRJQLWLYD\KDVWDFLHUWRSXQWRGHFRQRFLPLHQWRV de programación. (QHOSUHVHQWHHVWXGLRVHXWLOL]yODPHWRGROR JtD SURSXHVWD SRU . .RHGLQJHU et al., HQ donde proponen las siguientes etapas para el de VDUUROOR GH WXWRUHV FRJQLWLYRV XWLOL]DQGR OD KHUUD mienta CTAT&RJQLWLYH7XWRUV$XWKRULQJ7RROV &UHDU XQD LQWHUID] JUiÀFD SDUD VHU XWLOL]DGD por el estudiante. 3DUD HVWD LQYHVWLJDFLyQ VH XWLOL]y HO ,'( 1HWEHDQVSDUDHOGHVDUUROORGHODLQWHUID] JUiÀFDSDUDHOHVWXGLDQWH&DEHPHQFLRQDU TXHODKHUUDPLHQWD&7$7LQFOX\HXQDVHULHGH ‘Widgets’ REMHWRV TXH SHUPLWHQ ORJUDU LQ WHUDFWLYLGDG FRQ HO DSUHQGL] \ PRQLWRUHDU HO FRPSRUWDPLHQWRGHVXVUHVSXHVWDVYHUFigura 1 )LJXUD'HVDUUROORGHLQWHUID]JUiÀFD 1~PHUR(QHUR$EULO 2.- Demostrar soluciones alternativas correctas e incorrectas. 3.- Anotar los pasos de solución en un Árbol de comportamiento (Behavior graph). (VWHSDVRFRQVLVWHHQTXHXQDYH]GLVHxDGD ODLQWHUID]GHHVWXGLDQWHVHSURFHGHDFUHDU ¶SRU GHPRVWUDFLyQ· ODV SRVLEOHV DOWHUQDWLYDV RVHFXHQFLDVGHDFFLRQHVTXHHOHVWXGLDQWH puede potencialmente seleccionar en la in WHUIDVH /DGHPRVWUDFLyQGHOSDVRDQWHULRUVHUHJLVWUD HQ XQ iUERO GH FRPSRUWDPLHQWR DQRWDQGR PHQVDMHV GH D\XGD PHQVDMHV GH UHWURDOL PHQWDFLyQ \ HWLTXHWDV SDUD ORV FRQFHSWRV \ KDELOLGDGHVDVRFLDGDV(VWDDFWLYLGDGHVSDU WLFXODUPHQWHLPSRUWDQWH\DTXHSURSRUFLRQD elementos de interactividad y retroalimenta FLyQDODOXPQRYHUFigura 2/RVFDPLQRVFR UUHFWRVHLQFRUUHFWRVVHVHxDODQVHJ~QFRUUHV SRQGD\VHDQRWDQHWLTXHWDVDFDGDHVWDGR TXHFRUUHVSRQGHQDXQDKDELOLGDGFRQFUHWD )LJXUDÉUEROGHFRPSRUWDPLHQWRSDUDXQDLQWHUID]JUiÀFD 4.- Inspeccionar y revisar la matriz de habilidades. /RV WXWRUHV GHVDUUROODGRV FRQ OD KHUUDPLHQ WD&7$7SXHGHQVHUGHGRVWLSRV7XWRUHVSRU GHPRVWUDFLyQ H[DPSOHWUDFH WXWRUV R WXWR UHV FRJQLWLYRV /RV SULPHURV VLUYHQ GH SURWR tipos para los segundos y se desarrollan por demostración sin necesidad de contar con PXFKRV FRQRFLPLHQWRV GH SURJUDPDFLyQ \ PRGHODFLyQ FRJQLWLYD 3DUD PXFKRV FDVRV HOWXWRUSRUGHPRVWUDFLyQSXHGHVHUVXÀFLHQWH \FRQYLHQHHPSH]DUSRUDKtDQWHVGHGHVD UUROODU ORV WXWRUHV FRJQLWLYRV TXH SRU VX SDU WHUHTXLHUHQPD\RUHVIXHU]RGHGLVHxR8QD SDUWH FHQWUDO GH HVWH GLVHxR HV OD PDWUL] GH KDELOLGDGHVTXHDVXYH]VLUYHGHEDVHSDUD HOGHVDUUROORGHODVUHJODVGHSURGXFFLyQTXH GDUiQXQFRPSRUWDPLHQWRLQWHOLJHQWH\PiV JHQHUDODOWXWRU3DUDHVWHHVWXGLRHVWHSDVR QRIXHOOHYDGRDFDER\DTXHORVPLQLWXWRUHV IXHURQGHVDUUROODGRVSRUGHPRVWUDFLyQ (Q HO iPELWR GH OD SURJUDPDFLyQ ORV PLQL WXWRUHV UHVXOWDQWHV VH HQIRFDURQ D OD LQVWUXFFLyQ 1~PHUR(QHUR$EULO GHORVFRQFHSWRVGHWLSRGHGDWRHQWHURGHFOD ración y asignación de valores enteros en una VROD VHQWHQFLD YHU Figura 3 6H SXVR HVSHFLDO FXLGDGRHQORVPHQVDMHVGHUHWURDOLPHQWDFLyQ\ GHD\XGDDODOXPQRYHUFigura 4 )LJXUD(MHPSORGHPLQLWXWRUSDUDHOFRQFHSWRGH¶GHFODUDFLyQ\DVLJQDFLyQGHYDORUHV DYDULDEOHVHQWHUDV· )LJXUD(MHPSORGHPHQVDMHGHUHWURDOLPHQWDFLyQ 3DUDHOGHVSOLHJXHGHORVPLQLWXWRUHVVHXWLOL ]y XQD SODWDIRUPD /06 Learning Management SystemHQGRQGHVHGLVHxyXQFXUVRSLORWRYHU Figura 5 VLPXODQGR HO HVWXGLR GH XQ WHPD HQ HVWH FDVR ORV WLSRV GH GDWRV \ YDULDEOHV HQWHUDV HQOHQJXDMH&6HGHVDUUROODURQOHFFLRQHVWH[WXD 3XHGHDFFHGHUVHHQODGLUUHFLyQKWWSGVLFFEDVXDDP[PRRGOH OHV D PDQHUD GH H[SOLFDFLyQ WHyULFD SUHVHQWD GDVDORVSDUWLFLSDQWHVHQIRUPDGHSiJLQDVweb HVWiWLFDV/RVPLQLWXWRUHVFRJQLWLYRVVHSXVLHURQ DGLVSRVLFLyQGHORVDOXPQRVSDUWLFLSDQWHVDOÀQDO de cada lección. 1~PHUR(QHUR$EULO )LJXUD&XUVRSLORWRGHLQWURGXFFLyQDODSURJUDPDFLyQ Diseño instruccional (OGLVHxRLQVWUXFFLRQDOVHGHÀQHFRPR´ODFLHQFLD GHFUHDUHVSHFLÀFDFLRQHVGHWDOODGDVSDUDHOGH VDUUROORHYDOXDFLyQ\PDQWHQLPLHQWRGHVLWXDFLR QHVTXHIDFLOLWDQHODSUHQGL]DMHGHXQLGDGHVWH PiWLFDVWDQWRJUDQGHVFRPRSHTXHxDVµ5LFKH\ SiJ 5RWKZHOO\.D]DQDVSURSRQHQXQSUR FHVR GH GLVHxR LQVWUXFFLRQDO YHU Figura 6 HQ HO FXDO VH EXVFD HQIRFDU HO GLVHxR GHO PDWHULDO GLGiFWLFR VHD pVWH WUDGLFLRQDO R EDVDGR HQ 7, KDFLD ODV QHFHVLGDGHV HVSHFtÀFDV GHO DSUHQGL] 6LQHPEDUJR6SLURet. alDUJXPHQWDQTXH KD\XQDEDVHFRP~QSDUDHOIUDFDVRGHPXFKRV VLVWHPDVLQVWUXFFLRQDOHVODFXDOWLHQHTXHYHUFRQ SUREOHPDVEiVLFRVHQHOGLVHxRGHOSURSLRPDWH ULDO GH DSR\R 5- 6SLUR et al., VHxDODQ TXH ORV PpWRGRVGHLQVWUXFFLyQWUDGLFLRQDOHVTXHWRPDQ XQ HQIRTXH OLQHDO QR VXHOHQ WHQHU SUREOHPDV FXDQGRHOPDWHULDOHVWiELHQHVWUXFWXUDGR\HVGH QDWXUDOH]DVLPSOH(QFDPELR´FXDQGRHOFRQWH QLGR DXPHQWD HQ FRPSOHMLGDG \ SRFD HVWUXFWX UDFLyQFDQWLGDGHVFUHFLHQWHVGHLQIRUPDFLyQVH SLHUGHQ DO XVDU ORV HQIRTXHV OLQHDOHV \ PpWRGRV GH RUJDQL]DFLyQ XQLGLPHQVLRQDOHV TXH WUDGLFLR QDOPHQWH ORV DFRPSDxDQµ 5 6SLUR et al. SiJ3RUORWDQWRSDUDTXHODLQVWUXFFLyQVHD HIHFWLYD GLYHUVRV WySLFRV DOWDPHQWH HQWUHOD]D GRV GHEHQ FRQVLGHUDUVH GH PDQHUD VLPXOWiQHD y no lineal. )LJXUDProceso de diseño instruccional (Adaptado de Rothwell \.D]DQDV 1~PHUR(QHUR$EULO 3DUDHOSUHVHQWHHVWXGLRODVSULPHUDVWUHVHWD pas del proceso de diseño instruccional se lleva URQ D FDER PHGLDQWH XQ HVWXGLR FXDOLWDWLYR HQ OD PRGDOLGDG GH VHVLyQ GH *UXSR (QIRTXH Fo- cus GroupDDOXPQRVGHWHUFHUVHPHVWUH de la /LFHQFLDWXUDHQ,QIRUPiWLFDGHOD8QLYHUVLGDG$X WyQRPDGH$JXDVFDOLHQWHVHQHOTXHSRUPHGLR GHDQiOLVLVKHUPHQpXWLFRVHGHWHFWyORVLJXLHQWH 7DEOD Resultados de análisis hermenéutico, sesión de grupo de enfoque (Focus Group) Tema relacionado Ocurrencias Interfase de usuario / usabilidad % Mensajes de error – retroalimentación % Idioma inglés % Exceso de características % Características didácticas de la herramienta % Visualización 9 Conocimiento cumulativo / conocimiento previo de la programación Modelos mentales 7 5 Estilo de enseñanza del profesor – material didáctico proporcionado 4 Estilo de aprendizaje del alumno 'L¿FXOWDGHQHOFDPELRGHVLQWD[LVGHXQOHQJXDMHDRWUR 2 3 Aprendizaje por descubrimiento 3 Las restantes actividades del proceso de di VHxR LQVWUXFFLRQDO WLHQHQ TXH YHU FRQ XQ DQi OLVLV WHPiWLFR GHO GRPLQLR GH FRQRFLPLHQWR HQ HVWH FDVR HO DSUHQGL]DMH GH OD SURJUDPDFLyQ 8Q HMHPSOR VLPSOLÀFDGR GH OD GHVFRPSRVLFLyQ WHPiWLFD GHO PLVPR SXHGH YLVXDOL]DUVH HQ HO VL JXLHQWHPDSDFRQFHSWXDOYHUFigura 7 )LJXUD(MHPSORGHXQDGHVFRPSRVLFLyQWHPiWLFDMHUiUTXLFDGHORV FRQFHSWRVEiVLFRVGHSURJUDPDFLyQ 7 1RWDUTXHHVWDVHVLyQGHHQIRTXHIXHSUHYLDDOHVWXGLRH[SHULPHQWDOUHDOL]DGRFRQDOXPQRVGHSUHSDUDWRULD(VWRVGDWRVFXDOLWDWLYRVVH UHFROHFWDURQFRQHOÀQGHHQWHQGHUFXiOHVVLWXDFLRQHVKDEtDQVLGRPiVSUREOHPiWLFDVSDUDORVDOXPQRVGHORVSULPHURVVHPHVWUHVGH /LFHQFLDWXUDHQ,QIRUPiWLFDGHOD8$$ 1~PHUR(QHUR$EULO 6LVHWRPDHQFXHQWDODLQWHUUHODFLyQTXHH[LV WHHQWUHORVFRQFHSWRVGHOGRPLQLRVLJXLHQGRODV LGHDVLQGLFDGDVSRU5DQG-6SLUR&ROOLQV HQIRFiQGRQRVSRUHMHPSORHQHOFRQFHSWRGH ¶YDULDEOH· SRGHPRV REVHUYDU OD VLJXLHQWH VLWXD FLyQGHQROLQHDOLGDGYHUFigura 8HQGRQGHUH VDOWDODQDWXUDOH]DFRPSOHMDGHORVFRQFHSWRVGH SURJUDPDFLyQGRQGHHOFRQFHSWR¶YDULDEOH·VH UHODFLRQD FRQ RWURV FRQFHSWRV WDOHV FRPR IXQ FLRQHV H[SUHVLRQHV OyJLFDV HVWUXFWXUDV GH FRQ WURO\SDUiPHWURVHQWUHRWURVSRVLEOHV )LJXUD(MHPSORGHXQDGHVFRPSRVLFLyQWHPiWLFD\MHUiUTXLFDGHORVFRQFHSWRVEiVLFRVGHSURJUDPDFLyQLQFOX\HQGR WHPDVUHODFLRQDGRVFRQHOFRQFHSWR¶YDULDEOH· Condiciones del estudio 6H OOHYy D FDER XQ HVWXGLR FXDVLH[SHULPHQWDO FRQ DOXPQRV GH SUHSDUDWRULDV S~EOLFDV VLQ H[ periencia previa en materias de programación SREODFLyQ REMHWLYR HQ GRQGH VH EXVFy PHGLU HOHIHFWRHQHOGHVHPSHxRGHORVPLQLWXWRUHVHQ GRVWHPDVEiVLFRVGHSURJUDPDFLyQORVWLSRVGH GDWRV\ODDVLJQDFLyQGHYDORUHVDYDULDEOHV/D VHOHFFLyQ GH ODV SUHSDUDWRULDV QR VH UHDOL]y GH PDQHUD DOHDWRULD VLQR SRU GLVSRQLELOLGDG GH ORV SDUWLFLSDQWHV /D SREODFLyQ GH DPEDV SUHSD UDWRULDV HV VLPLODU GHELGR D TXH SURYLHQHQ GHO VHFWRU S~EOLFR \ SRU QR FRQWDU FRQ H[SHULHQFLD previa en la programación. La selección de los SDUWLFLSDQWHV IXH SRU LQYLWDFLyQ 6H FUHDURQ GRV JUXSRVFRQODVVLJXLHQWHVFDUDFWHUtVWLFDV Grupo 1 $OXPQRVGHoVHPHVWUHGHODSUHSDUDWRULDS~EOL FD /LF -HV~V 5H\HV +HUROHV $JXDVFDOLHQWHV VLQ antecedentes de materias de programación. La FDQWLGDGGHSDUWLFLSDQWHVHQHVWHJUXSRIXHGH DOXPQRVQ /DVFRQGLFLRQHVDPELHQWDOHV FRQVLVWLHURQHQTXHHOHVWXGLRVHOOHYyDFDERHQ XQ ODERUDWRULR GH FyPSXWR FRQ FRQH[LyQ D LQ ternet. La participación del instructor consistió en LQGLFDUDORVSDUWLFLSDQWHVGyQGHVHHQFRQWUDEDQ ODVOLJDVDOPDWHULDOGLGiFWLFRHQHVWHFDVRSi JLQDVZHEHVWiWLFDV(VWHJUXSRQRXWLOL]yORVPLQL WXWRUHVVLUYLHQGRFRPRJUXSRGHFRQWURO Grupo 2 $OXPQRV HQWUH o \ o VHPHVWUH GH OD 3UHSDUD toria de la Universidad Autónoma de Aguasca OLHQWHV VLQ H[SHULHQFLD SUHYLD GH SURJUDPDFLyQ 1~PHUR(QHUR$EULO Los alumnos participaron por invitación directa. 8WLOL]DURQ FRPSXWDGRUDV \ FRQH[LyQ D LQWHUQHW GLVSRQLEOHVHQVXVGRPLFLOLRV3DUDHVWHJUXSROD SDUWLFLSDFLyQ GHO LQVWUXFWRU QR IXH SUHVHQFLDO D GLIHUHQFLDGHOJUXSRGHFRQWUROSHURVHEULQGy DVLVWHQFLDHQOtQHDmessengerDORVSDUWLFLSDQ WHVTXHORUHTXLULHURQ/DVLQVWUXFFLRQHVJHQHUDOHV de acceso al curso piloto se les proporcionaron PHGLDQWH XQ WH[WR HQYLDGR SRU FRUUHR HOHFWUy QLFR (V LPSRUWDQWH PHQFLRQDU TXH VH UHJLVWUy HOXVRGHORVPLQLWXURUHVSRUSDUWHGHORVSDUWLFL SDQWHV GH HVWH JUXSR SRU PHGLR GHO KLVWRULDO GH DFWLYLGDGHVGHODSODWDIRUPDMoodleHQODFXDO VHUHJLVWUDQIHFKDV\KRUDVGHHQWUDGDDFDGDUH FXUVRFRUURERUDQGRDVtVXXVR1RVHLQFOX\HURQ LQVWUXFFLRQHV GH XVR VREUH ORV PLQLWXWRUHV (O WD PDxRGHODPXHVWUDIXHGHQ 7LSRVGHGDWRVFKDUFDUiFWHU 'HFODUDFLyQGHYDULDEOHVFKDU (O GLVHxR GHO LQVWUXPHQWRVH UHDOL]y WRPDQGR FRPRUHIHUHQFLDORVFRQFHSWRVH[SOLFDGRVHQHO SURSLR PDWHULDO GLGiFWLFR HQ OtQHD (O LQVWUXPHQ WRVHDSOLFyLJXDOPHQWHHQOtQHDDDPERVJUXSRV HQ IRUPD GH FXHVWLRQDULR GH RSFLyQ P~OWLSOH SRUPHGLRGHODSODWDIRUPDMoodle. Esto permi tió registrar la duración en el llenado del cuestio QDULR GH FDGD SDUWLFLSDQWH \ UHDOL]DU DQiOLVLV GH FRUUHODFLyQ(QHOFDVRGHO*UXSRHOOOHQDGRIXH DOÀQDOGHODVHVLyQGHODERUDWRULR\HQHOFDVRGHO *UXSRDOÀQDOL]DUWRGDVODVVHVLRQHV\GHVSXpV GHKDEHUXVDGRORVPLQLWXWRUHV(OLQVWUXPHQWRQR IXHSUHYLDPHQWHYDOLGDGRSDUDYHULÀFDUHOFRP SRUWDPLHQWR QRUPDO GHO PLVPR OR TXH SXHGH considerarse como una limitación del estudio. Instrumento de evaluación. RESULTADOS 6H XWLOL]y XQ FXHVWLRQDULR GH RFKR SUHJXQWDV GH RSFLyQ P~OWLSOH FRQ XQ WLHPSR OtPLWH SDUD DP ERV JUXSRV GH PLQXWRV HO FXDO HYDOXDED ORV FRQFHSWRVGH 7LSRGHGDWR¶LQW·HQWHUR 'HFODUDFLyQGHYDULDEOHVLQW 6H UHFROHFWDURQ REVHUYDFLRQHV HQWUH ORV GRV JUXSRV SDUWLFLSDQWHV 6H GHVFDUWDURQ FXDWUR RE servaciones por contener datos inconsistentes. /RVUHVXOWDGRVJHQHUDOHVLQGLFDGRVSRUODHVWDGtVWL FDGHVFULSWLYDGHODVREVHUYDFLRQHVUHFROHFWDGDV SDUDDPERVJUXSRVVHPXHVWUDQHQODTabla 2. 7DEODEstadística descriptiva Tiempo_Gpo1 N Válidos Faltantes Media Mediana Moda Desviación Std. Varianza Mínimo Máximo &DOL¿FDFLyQB*SR Tiempo_Gpo2 &DOL¿FDFLyQB*SR 27 0 3.6841 3.0000 3.00 2.15519 4.645 .47 27 0 6.5741 7.5000 7.50 2.78631 7.764 .00 19 8 3.6500 3.0000 1.00a 3.51185 12.333 .35 19 8 5.0000 5.0000 2.50 2.42956 5.903 .00 9.00 10.00 15.00 8.75 a. Existen múltiples modas. Se muestra el valor más pequeño. 6H REVHUYD TXH OD PHGLD GH OD FDOLÀFDFLyQ GHO*UXSRHVPD\RUDODGHO*UXSR (V GHFLU TXH HQ SURPHGLR OD FDOLÀFDFLyQ GHO JUXSRH[SHULPHQWDOIXHPHQRUDODGHOJUXSRGH FRQWURO(QDPERVFDVRVODGHVYLDFLyQHVWiQGDU HV PX\ VLPLODU OR TXH LQGLFD SRFD YDULDELOLGDG \ GLVSHUVLyQ GH ORV GDWRV /D GLVWULEXFLyQ GH IUH FXHQFLDVGHODVFDOLÀFDFLRQHVREWHQLGDVSRUDP Cuestionarios que no fueron terminados y que registraron una FDOLÀFDFLyQGH¶· ERVJUXSRVYHUTabla 3PXHVWUDTXHHO*UXSR JUXSR GH FRQWURO VLQ XVR GH WXWRUHV FRJQLWLYRV SUHVHQWDHOPD\RUSRUFHQWDMHGHIUHFXHQFLDVHQ HOUDQJRGHGHFDOLÀFDFLyQ0XHVWUDDGHPiV FLQFR REVHUYDFLRQHV FRQ FDOLÀFDFLyQ GH (O *UXSR JUXSR H[SHULPHQWDO XVDQGR WXWRUHV FRJQLWLYRVDGLVWDQFLDSUHVHQWDXQDGLVWULEXFLyQ GHSRUFHQWDMHVXQLIRUPHHQORVUDQJRVGH FDOLÀFDFLRQHVGH\(VWHJUXSRQR WXYRFDOLÀFDFLRQHVLJXDOHVD 1~PHUR(QHUR$EULO 7DEOD'LVWULEXFLRQHVGHIUHFXHQFLDVGHODVFDOLÀFDFLRQHVREWHQLGDVSRUDPERVJUXSRV 'H DFXHUGR D ORV UHVXOWDGRV DQWHULRUHV SRGUtD LQWHUSUHWDUVH TXH HO *UXSR WXYR XQ PHMRU GHV HPSHxRTXHHO*UXSR3DUDYHULÀFDUVLH[LVWLyXQDGLIHUHQFLDHVWDGtVWLFDPHQWHVLJQLÀFDWLYDHQODV FDOLÀFDFLRQHVGHDPERVJUXSRVVHFRUULyXQDSUXHEDGHDQiOLVLVGHYDULDQ]DYHUTabla 4UHVXOWDQGR XQYDORUGHTXHSURSRUFLRQDLQGLFLRVGHTXHQRH[LVWHGLIHUHQFLDHQHOGHVHPSHxRGHDPERV grupos. 7DEODPrueba ANOVA &DOL¿FDFLyQ Suma de cuadrados Entre grupos Cuadrado de la df media 27.632 1 27.632 Dentro de los grupos 308.102 44 7.002 Total 335.734 45 F Sig. 3.946 0.053 /DVSUXHEDVGHFRUUHODFLyQQRDUURMDQXQYDORUVLJQLÀFDWLYRHQWUHWLHPSR\FDOLÀFDFLyQYHU Tabla 5(VGHFLUQRKD\XQDFRUUHODFLyQHQWUHHOGHVHPSHxRGHORVSDUWLFLSDQWHV\HOWLHPSRWRPDGR en contestar la evaluación. 1~PHUR(QHUR$EULO 7DEODPruebas de correlación &DOL¿FDFLyQ Tiempo Correlación Pearson Tiempo Sig. (2-tailed) N &DOL¿FDFLyQ Correlación Pearson Sig. (2-tailed) N DISCUSIÓN $SULPHUDYLVWDORVUHVXOWDGRVREWHQLGRVHQFXDQ WR DO HIHFWR HQ HO DSUHQGL]DMH SXHGHQ SDUHFHU GHVDOHQWDGRUHV SHUR FUHHPRV TXH HVWRV VRQ SUHOLPLQDUHV \ HV QHFHVDULR UHDOL]DU PiV HVWXGLRV H[SHULPHQWDOHV FRQVLGHUDQGR ORV UHVXOWDGRV GH RWURVHVWXGLRV$OHYHQet al-5$QGHUVRQ et al.XPDUHQGRQGHVHUHSRUWDQ HIHFWRVSRVLWLYRV$GHPiVSXHGHDJUHJDUVHTXH ODH[SHULHQFLDREWHQLGDVREUHODVYDULDEOHVH[SH ULPHQWDOHV UHVXOWy ~WLO \ VHUi WRPDGD HQ FXHQWD SDUDIXWXURVGHVDUUROORV CONCLUSIONES 'DGRV ORV UHVXOWDGRV GH ODV SUXHEDV HVWDGtVWLFDV UHDOL]DGDVVHFRQVLGHUDTXHQRSHUPLWHQFRQFOXLU D~QVLORVWXWRUHVFRJQLWLYRVSDUDODHQVHxDQ]DGH ODSURJUDPDFLyQGHVDUUROODGRVFRQODVFDUDFWH UtVWLFDVSHUPLWLGDVSRUODKHUUDPLHQWD&7$7XWLOL]D GDWLHQHQXQHIHFWRSRVLWLYRHQHODSUHQGL]DMHGH HVWXGLDQWHVGHQLYHOPHGLRGHELGRDYDULDFLRQHV no previstas en las condiciones de las muestras. 3RU RWUR ODGR VH FRQVLGHUD TXH ORV REMHWLYRV VHFXQGDULRV GHO HVWXGLR VL IXHURQ DOFDQ]DGRV DO GHWHFWDUVH OD QDWXUDOH]D GH GLFKDV YDULDFLRQHV HLGHQWLÀFDUODPDQHUDHQTXHpVWDVSXHGHQLQ ÁXLUHQHODSUHQGL]DMH6HREVHUYyTXHHOLQVWUXF WRU ²TXH QR HVWXYR SUHVHQWH HQ HO JUXSR H[SH ULPHQWDO² SXGR KDEHU LQÁXLGR HQ OD FRQÀDQ]D \ IDFLOLGDG GH XVR GHO PDWHULDO GLGiFWLFR GH ORV SDUWLFLSDQWHVGHOJUXSRGHFRQWURO(VGHFLUTXH DODKRUDGHDVLVWLUHQODVGXGDVVREUHHOXVRGHO PDWHULDOD~QFXDQGRHVWHFRQVLVWLyVyORGHSiJL QDVZHEHVWiWLFDVORVSDUWLFLSDQWHVGHOJUXSRGH FRQWURO SXGLHURQ UHFXUULU D XQ LQVWUXFWRU KXPDQR TXH HVWDED GLVSRQLEOH HQ HO ODERUDWRULR GRQGH VHFRQGXMRHOHVWXGLR(VWRPRVWUyLQGLFLRVGHTXH 1.000 .031 .838 46 46 .031 .838 1.000 46 46 HOGLVHxRGHOWXWRUFRJQLWLYRGHEHLQFOXLUVXÀFLHQ WHV FDUDFWHUtVWLFDV GH ¶D\XGD· SDUD HO DOXPQR $VLPLVPR SXHGH DUJXPHQWDUVH TXH ORV SDUWLFL SDQWHVGHOJUXSRH[SHULPHQWDOSXGLHURQKDEHUVH EHQHÀFLDGRDOUHFLELUODFDSDFLWDFLyQSUHYLD\D VHDSUHVHQFLDORDGLVWDQFLD(VGHFLUD~QFXDQ GRHOGLVHxRGHODLQWHUID]GHXVXDULRGHORVPLQL WXWRUHV FRJQLWLYRV HV PX\ VHQFLOOD SRVLEOHPHQWH ODV LQVWUXFFLRQHV HQYLDGDV SRU HVFULWR QR IXHURQ VXÀFLHQWHV (Q HVWH VHQWLGR ORV UHVXOWDGRV VXJLH UHQTXHODDSOLFDFLyQGHSUXHEDVGHXVDELOLGDG SXHGHQ EULQGDU UHWURDOLPHQWDFLyQ D ORV GHVDUUR OODGRUHV H LQVWUXFWRUHV VREUH HO GLVHxR GH OD LQ WHUID] GH ORV PLQLWXWRUHV FRJQLWLYRV )LQDOPHQWH DOJXQDVGHODVOLPLWDQWHVWpFQLFDVSRUHMHPSOROD QHFHVLGDGGHLQVWDODUFRPSRQHQWHVGHVRIWZDUH HQODVPiTXLQDVGHDOJXQRVSDUWLFLSDQWHVRGH PRJUiÀFDVHQFRQWUDGDVSRUHMHPSORODGLIHUHQ cia de semestres en una parte de los participan WHVGHO*UXSRFUHHPRVTXHKDQDSRUWDGRXQD H[SHULHQFLD YDOLRVD SDUD OD HMHFXFLyQ GH VXEVH FXHQWHVH[SHULPHQWRV Actualmente se discute la utilidad de los tutores cognitivos HQODHQVHxDQ]DGHODSURJUDPDFLyQ 1~PHUR(QHUR$EULO $/(9(19et al.,5DSLGDXWKRULQJRILQWHOOLJHQWWXWRUVIRU UHDOZRUOG DQG H[SHULPHQWDO XVH (Q 8th International Conference on Intelligent Tutoring Systems (ITS 2006), %HUOtQ $/(9(1 9 et al 7KH &RJQLWLYH 7XWRU $XWKRULQJ 7RROV &7$7 3UHOLPLQDU\ HYDOXDWLRQ RI HIÀFLHQF\ JDLQV (Q 7th Annual Intelligent Tutoring Systems Conference 0DFHLR%UD]LO $1'(5621-$Q,QWHJUDWHG7KHRU\RIWKHPLQGPsychological Review $1'(5621-5&25%(7$\.2(',1*(5.5&RJ QLWLYH 7XWRUV /HVVRQV /HDUQHG The Journal of Learning Sciences $1'(5621-$&7$VLPSOH7KHRU\RI&RJQLWLRQAmerican Psychologist %$1'85$$6HOI(IÀFDF\0HFKDQLVPLQ+XPDQ$JHQ cy. American Psychologist %$<0$1 3 $ GLDJQRVLV RI EHJLQQLQJ SURJUDPPHUV· PLVFRQFHSWLRQV RI %$6,& SURJUDPPLQJ VWDWHPHQWV Communications of the ACM %/220%67KHVLJPDSUREOHP7KH6HDUFKIRU0H WKRGVRI*URXS,QVWUXFWLRQDV(IIHFWLYHDV2QHWR2QH Tutoring. Educational Researcher13 %2</( 7 7KH GHVLJQ DQG GHYHORSPHQW RI VHFRQG JH QHUDWLRQOHDUQLQJREMHFWV(QProceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006,&KHVDSHDNH9$ %5261$1 0 7KH LPSDFW RI FRPSXWHU DQ[LHW\ DQG VHOIHIÀFDF\XSRQSHUIRUPDQFHJournal of Computer Assisted Learning &25%(77 $ 7KH SUHGLFWLYH YDOLGLW\ RI VWXGHQW PRGH OLQJ LQ WKH $&7 3URJUDPPLQJ 7XWRU $UWLÀFLDO ,QWHOOLJHQce and Education: The Proceedings of AI-ED 93&KDU ORWWHVYLOOH 9$ $$&H ,Q 3 %UQD 6 2KOVVRQ + 3DLQ HGV ',-.675$(2QWKH&UXHOW\RI5HDOO\7HDFKLQJ&RPSX WHU6FLHQFHCommunications of the ACM32 '8 %28/$< % &DQ ZH OHDUQ IURP ,76V" (Q Intelligent Tutoring Systems /HFWXUH QRWHV LQ FRPSXWHU VFLHQFH 9RO6SULQJHU%HUOLQ+HLGHOEHUJ '8%28/$<-6RPHGLIÀFXOWLHVRIOHDUQLQJWRSURJUDP Lawrence Erlbaum Associates, Hillsdale ),;;90HQWDOUHSUHVHQWDWLRQVRISURJUDPVE\QRYL FHVDQGH[SHUWV(QConference on Human Factors in Computing SystemsProceedings of the SIGCHI conference on Human factors in computing systems, Amster GDP7KH1HWKHUODQGV$&03UHVV1< +$*$1'0$5.+$06'RHVLWKHOSWRKDYHVRPH SURJUDPPLQJH[SHULHQFHEHIRUHEHJLQQLQJRIDFRP SXWHU GHJUHH SURJUDP" (Q Annual Joint Conference Integrating Technology into Computer Science Education 3URFHHGLQJVRIWKHWKDQQXDO6,*&6(6,*&8( ,7L&6(FRQIHUHQFH RQ ,QQRYDWLRQ DQG WHFKQRORJ\ LQ FRPSXWHU VFLHQFH HGXFDWLRQ +HOVLQNL )LQODQG +$0(5 - $ OLJKWZHLJKW YLVXDOL]HU IRU -DYD (Q Proceedings of the Third Program Visualization Workshop, :DUZLFN8. +(*$57< 0 &RQVWUXFWLQJ PHQWDO PRGHOV IURP WH[W DQGGLDJUDPVJ. Mem. Lang.² %586,/296.<30LQLODQJXDJHV$:D\WR/HDUQ3UR gramming Principles. Education and Information Technologies2 %586,/296.<3,QWHOOLJHQWOHDUQLQJHQYLURQPHQWVIRUSUR JUDPPLQJ7KHFDVHIRULQWHJUDWLRQDQGDGDSWDWLRQ(Q 3URFHHGLQJVRI$,('·WK:RUOG&RQIHUHQFHRQ$UWLÀcial Intelligence in Education,:DVKLQJWRQ'& &+$16,/3.6WXGHQW·VUHVSRQVHVWRWKHXVHRIDQLQWH UDFWLYHPXOWLPHGLDWRROIRUOHDUQLQJFRPSXWHUSURJUD PPLQJ(QWorld Conference on Educational Multimedia, Hypermedia & Telecommunications3URFHHGLQJV RI(G0HGLD1RUIRON86$/&DQWRQL&0F/R XJKOLQ(GV &223(5 6 8VLQJ DQLPDWHG ' JUDSKLFV WR SUHSDUH QRYLFHV IRU &6 Computer science education +(**(67$' ( 7KH 3UHGLFWLYH 9DOLGLW\ RI 6HOI(IÀFDF\ LQ 7UDLQLQJ3HUIRUPDQFH/LWWOH0RUH7KDQ3DVW3HUIRUPDQFH Journal of Experimental Psychology, +2/'(1 ( \ :(('(1 ( 3ULRU ([SHULHQFH DQG 1HZ ,76WXGHQWVIssues in Informing Science and Information Technology +8&,W·V0DWKHPDWLFDODIWHUDOOWKHQDWXUHRIOHDU ning computer programming. Educational Information Technology GRL V -(+1* - $ YLVXDOLVDWLRQ DSSURDFK WR OHDUQLQJ WKH FRQFHSW RI UHFXUVLRQ Journal of Computer Assisted Learning15 -(1.,16 7 2Q WKH GLIÀFXOW\ RI OHDUQLQJ WR SURJUDP (Q 3rd annual LTSN-ICS Conference /RXJKERURXJK 8QLYHUVLW\ /761 &HQWUH RI LQIRUPDWLRQ DQG FRPSXWHU VFLHQFHV 1~PHUR(QHUR$EULO .(//(+(5&Lowering the Barriers to Programming: A survey of programming environments and languages for novice programmers .2(',1*(5 . 2SHQLQJ WKH 'RRU WR 1RQ3URJUDP PHUV $XWKRULQJ ,QWHOOLJHQW 7XWRU %HKDYLRU E\ 'HPRQV tration. En Proceedings of 7th Annual Intelligent Tutoring Systems Conference0DFHLR%UD]LO .2(',1*(5 . \ $1'(5621 - ,QWHOOLJHQW 7XWRULQJ *RHV7R6FKRROLQWKH%LJ&LW\International Journal of $UWLÀFLDO,QWHOOLJHQFHLQ(GXFDWLRQ8 .8-$1688(8VLQJSURJUDPYLVXDOLVDWLRQOHDUQLQJRE MHFWVZLWKQRQPDMRUVWXGHQWVZLWKGLIIHUHQWVWXG\EDFN JURXQG(QMethods, Materials and Tools for Programming Education,7DPSHUH)LQODQG .80$5$17KH(IIHFWRI8VLQJ3UREOHP6ROYLQJ7XWRUV RQ WKH 6HOI&RQÀGHQFH RI 6WXGHQWV Presented at the 18th Workshop of the Psychology of Programming Interest Group8QLYHUVLW\RI6XVVH[ 0$/,QYHVWLJDWLQJWKHYLDELOLW\RIPHQWDOPRGHOVKHOG E\ QRYLFH SURJUDPPHUV ACM SIGCSE Bulletin 0$77+Ì$6'Ð77,5 É 8VHIXOQHVV RI OHDUQLQJ REMHFWV LQ FRPSXWHUVFLHQFHOHDUQLQJ(QMethods, Materials and Tools for Programming Education, 7DPSHUH )LQODQG 7$03(5(32/<7(&+1,&8QLYHUVLW\RI$SSOLHG6FLHQFHV 3XEOLFDWLRQV 0&,9(5 / *5$,/ $ =HURWK 3URJUDPPLQJ /DQJXDJH (Q International conference of computing in education (ICCE),&KLED-DSDQ 0&.(2:1 - 7KH XVH RI D PXOWLPHGLD OHVVRQ WR LQ FUHDVHQRYLFHSURJUDPPHUV·XQGHUVWDQGLQJRISURJUD mming array concepts. Journal of Computing Sciences in Colleges 0,/1(,52:(*'LIÀFXOWLHVLQ/HDUQLQJDQG7HDFKLQJ 3URJUDPPLQJ³9LHZVRI6WXGHQWVDQG7XWRUVEducation and Information Technologies7 02,6(<6)XOÀOOLQJWKHSURPLVHRIOHDUQLQJREMHFWV(Q In Handbook of Distance Education 0855$< 7 $XWKRULQJ ,QWHOOLJHQW 7XWRULQJ 6\VWHPV $Q $QDO\VLVRIWKH6WDWHRIWKH$UWInternational Journal of $UWLÀFLDO,QWHOOLJHQFHLQ(GXFDWLRQ 1$36 7 $ -DYD YLVXDOL]HU FODVV LQFRUSRUDWLQJ DOJRUL WKP YLVXDOL]DWLRQV LQWR VWXGHQWV· SURJUDPV (Q Annual Joint Conference Integrating Technology into Computer Science Education Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education.'XEOLQ&LW\8QLY,UH ODQG$&03UHVV1HZ<RUN1< 1(9(1)5HXVDEOHOHDUQLQJREMHFWVDVXUYH\RI/20 EDVHG UHSRVLWRULHV (Q International Multimedia Conference, Proceedings of the tenth ACM international conference on Multimedia -XDQOHV3LQV )UDQFH 5$0$/,1*$0 9 6HOI(IÀFDF\ DQG PHQWDO PRGHOV LQ OHDUQLQJWRSURJUDP(QProceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education,/HHGV8QLWHG.LQJGRP $&03UHVV1HZ<RUN1< 5,&+(< 5 The Theoretical and Conceptual Bases of Instructional Design1HZ<RUN1LFKROV 527+:(// : - .$=$1$6 + Mastering the instructional design process: a systematic approach. San )UDQFLVFR-RVVH\%DVV3XEOLVKHUV 6$'/(560,7+ ( 60,7+ 3 - 6WUDWHJLHV IRU DF FRPPRGDWLQJ LQGLYLGXDOV· VW\OHV DQG SUHIHUHQFHV LQ ÁH[LEOHOHDUQLQJSURJUDPPHVBritish Journal of Educational Technology 63,52 5 et al., &RJQLWLYH )OH[LELOLW\ 7KHRU\ +\SHUPH GLDIRU&RPSOH[/HDUQLQJ$GDSWLYH.QRZOHGJH$SSOL FDWLRQDQG([SHULHQFH$FFHOHUDWLRQEducational Technology 63,52 5 et al., &RJQLWLYH )OH[LELOLW\ &RQVWUXFWLYLVP DQG+\SHUWH[W5DQGRP$FFHVV,QVWUXFWLRQIRU$GYDQ FHG .QRZOHGJH $FTXLVLWLRQ LQ ,OO6WUXFWXUHG 'RPDLQV Educational Technology 63,525-\%3&2//,165HÁHFWLRQVRQD3RVW*X WHQEHUJ (SLVWHPRORJ\ IRU 9LGHR 8VH LQ ,OO6WUXFWXUHG 'RPDLQV )RVWHULQJ &RPSOH[ /HDUQLQJ DQG &RJQLWLYH )OH[LELOLW\ (Q Video research in the learning sciences /DZUHQFH(UOEDXP$VVRFLDWHV 7+20$6/et al.,/HDUQLQJ6W\OHVDQG3HUIRUPDQFHLQ WKHLQWURGXFWRU\SURJUDPPLQJVHTXHQFHACM SIGCSE Bulletin :+,7( * 6WDQGDUL]HG PDWKHPDWLFV VFRUHV DV D SUH UHTXLVLWH IRU D ÀUVW SURJUDPPLQJ FRXUVH Mathematics and Computer Education :,('(1%(&.6/$%(//('\.$,19)DFWRUVDIIHFWLQJ course outcomes in introductory programming. En 16th Workshop of the psychology of programming interest group,QVWLWXWHRI7HFKQRORJ\&DUORZ,UHODQG :,/(< ' The Instructional Use of Learning Objects. %ORRPLQJWRQ$VVRFLDWLRQIRU(GXFDWLRQDO&RPPXQLFD WLRQVDQG7HFKQRORJ\ )RWRJUDItDVSURSRUFLRQDGDVSRUHODXWRU