Enhancing student engagement through simulation in programming sessions

Abstract

Purpose

The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.

Design/methodology/approach

An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.

Findings

Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.

Research limitations/implications

Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.

Originality/value

This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

Citation

Isiaq, S.O. and Jamil, M.G. (2018), "Enhancing student engagement through simulation in programming sessions", International Journal of Information and Learning Technology, Vol. 35 No. 2, pp. 105-117. https://doi.org/10.1108/IJILT-09-2017-0091