TY - JOUR
T1 - ARCS approach to PTA-based programming language practice sessions
T2 - Factors influencing Programming Problem-Solving Skills
AU - Quadir, Benazir
AU - Mostafa, Kazi
AU - Yang, Jie Chi
AU - Shen, Juming
AU - Akter, Rokaya
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/10
Y1 - 2023/10
N2 - This study used the ARCS approach to investigate the effects of university students’ motivation, including attention, relevance, confidence, and satisfaction, to use the Programming Teaching Assistant (PTA) on their Programming Problem-Solving Skills (PPSS). Previous studies have shown that PTA features enhance learners’ programming performance, but relevant studies have not empirically evaluated the factors influencing learners’ problem-solving skills in PTA-based programming language practice. Thus, the current study used the ARCS model to investigate the effects of its core factors, Attention (A), Relevance (R), Confidence (C), and Satisfaction (S), on the learners’ PPSS. A total of 99 students major in computer science and engineering (CSE) participated in this study. Multiple linear regression analysis was conducted and the results indicated that these motivational factors influenced learners’ PPSS in PTA-based programming language practice. The PTA has proven to be a motivating platform for programming language practice. Finally, relevant implications are offered.
AB - This study used the ARCS approach to investigate the effects of university students’ motivation, including attention, relevance, confidence, and satisfaction, to use the Programming Teaching Assistant (PTA) on their Programming Problem-Solving Skills (PPSS). Previous studies have shown that PTA features enhance learners’ programming performance, but relevant studies have not empirically evaluated the factors influencing learners’ problem-solving skills in PTA-based programming language practice. Thus, the current study used the ARCS model to investigate the effects of its core factors, Attention (A), Relevance (R), Confidence (C), and Satisfaction (S), on the learners’ PPSS. A total of 99 students major in computer science and engineering (CSE) participated in this study. Multiple linear regression analysis was conducted and the results indicated that these motivational factors influenced learners’ PPSS in PTA-based programming language practice. The PTA has proven to be a motivating platform for programming language practice. Finally, relevant implications are offered.
KW - ARCS model
KW - PTA
KW - Programming Problem-Solving Skills
KW - Programming performance
UR - http://www.scopus.com/inward/record.url?scp=85151440022&partnerID=8YFLogxK
U2 - 10.1007/s10639-023-11740-6
DO - 10.1007/s10639-023-11740-6
M3 - 期刊論文
AN - SCOPUS:85151440022
SN - 1360-2357
VL - 28
SP - 13713
EP - 13735
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 10
ER -