751
Views
8
CrossRef citations to date
0
Altmetric
Articles

Mindstorms robots and the application of cognitive load theory in introductory programming

&
Pages 296-314 | Received 28 May 2013, Accepted 30 Aug 2013, Published online: 17 Oct 2013

References

  • Anderson, N. (2009). Equity and information communication technology (ICT) in education. New York, NY: Peter Lang.
  • Australian Computer Society. (2011). Australian ICT statistical compendium 2011. Retrieved from http://www.acs.org.au/2011compendium/
  • Barker, L., & Aspray, W. (2000). The state of research on girls and IT. In J. M. Cohoon & W. Aspray (Eds.), Women and information technology: Research on the reasons for under-representation (pp. 3–54). Cambridge, MA: MIT Press.
  • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332.
  • Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In Advances in the psychology of human intelligence (Vol. 1, pp. 7–75). Hillsdale, NJ: Erlbaum. Retrieved from http://www.public.asu.edu/~mtchi/papers/ChiGlaserRees.pdf
  • Cooper, S. (2010). The design of alice. ACM Transactions on Computing Education, 10(4), 1–16. doi:10.1145/1868358.1868362
  • Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362. doi:10.1037/0022-0663.79.4.347
  • de Raadt, M., Watson, R., & Toleman, M. (2004). Introductory programming: What’s happening today and will there be any students to teach tomorrow? In R. Lister& A. Young (Eds.), ACE’04 Proceedings of the sixth conference on Australasian computing education (Vol. 30, pp. 277–282). Darlinghurst: Australian Computer Society.
  • du Boulay, B. (1986). Some difficulties of learning to program. Journal of Educational Computing Research, 2, 57–73.
  • Farrell, M. (2007). What are students’ attitudes toward technology? Presented at the Canada’s Association of Information Technology Professionals. Retrieved from http://www.cips.ca/?q=webcasts-http://www.cips.ca/?q=systems/files/MicrosoftCIPSPresentation2007Live.ppt
  • Kelleher, C., Cosgrove, D., Culyba, D., Forlines, C., Pratt, J., & Pausch, R. (2002). Alice2: Programming without syntax errors. Presented at the 2002 Conference on User Interface Software and Technology. Carnegie Mellon University. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.60.4640&rep=rep1&type=pdf
  • Kelleher, C., & Pausch, R. (2007). Using storytelling to motivate programming. Communications of the ACM, 50, 58–64. doi:10.1145/1272516.1272540
  • Klassner, F., & Anderson, S. D. (2003). LEGO mindstorms: Not just for K-12 anymore. IEEE Robotics & Automation Magazine, 10, 12–18. doi:10.1109/MRA.2003.1213611
  • Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248–294.
  • Lynn, K.-M., Raphael, C., Olefsky, K., & Bachen, C. M. (2003). Bridging the gender gap in computing: An integrative approach to content design for girls. Journal of Educational Computing Research, 28, 143–162. doi:10.2190/79HP-RVE7-3A9N-FV8C
  • Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.
  • Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390–397.
  • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198.
  • Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.
  • Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 81–97. doi:10.1037/h0043158
  • Moreno, R., Reisslein, M., & Delgoda, G. (2006). Toward a fundamental understanding of worked example instruction: Impact of means-ends practice, backward/forward fading, and adaptivity. In Proceedings of the 36th Annual Frontiers in Education Conference (pp. 5–10). San Diego, CA: IEEE. Retrieved from http://fie-conference.org/fie2006/
  • Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319–334. doi:10.1037/0022-0663.87.2.319
  • Peterson, L., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. doi:10.1037/h0049234
  • Rogerson, C., & Scott, E. (2010). The fear factor: How it affects students learning to program in a tertiary environment. Journal of Information Technology Education, 9, 147–171.
  • Shiffrin, R., & Schneider, W. (1977). Controlled and automatic human information processing II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127–190.
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312. doi:10.1016/0959-4752(94)90003-5
  • Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). New York, NY: Cambridge University Press.
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123–138.
  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
  • Sweller, J., & Cooper, G. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89.
  • Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 257–287. doi:10.1037/1076-898X.3.4.257
  • Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137–166.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.