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A Constructivist Instructional Design Introducing visual programming to professional designers

Qiu, Xinyu
http://orcid.org/0000-0002-9527-6485
http://rave.ohiolink.edu/etdc/view?acc_num=ucin159239515074893

Abstract Details

2020, MDES, University of Cincinnati, Design, Architecture, Art and Planning: Design.
A proliferation of introductory visual programming language raises the question of how to introduce VPLs to more creators and how to improve the usability and learnability of the VPL platform. This paper compares two different teaching methods and visual programming paradigm software to observe the influence of different factors on the use of visual programming software by adult learners in the designer group. A more constructive teaching style using gamification between participants and a more behaviorist teaching style using small lecture and interaction were exposed to participants in different instruction group. Different visual programming platforms were also tested in each group. User experience scores based on performance score and self-reported scores were collected during and after participants operating on the visual programming software. The independent-sample t-tests were used to answer the research question that: is there a mean difference in scores for operating and self-rating between different instruction groups and different visual programming platform. The test result shows that there is a mean difference in the efficiency (performance score) between the behaviorist instruction approach and the constructivism instruction approach for using visual programming software. The performing scores in the constructive teaching group are statistically significantly higher than the performing scores in the behaviorist teaching group. In addition, designers who exposed to the imperative visual programming software also perform better than those exposed to declarative visual programming software. The study of constructive education in teaching visual programming language worth further exploration, in fact, under the trend of digital learning, constructive learning mechanism and the auxiliary of visual programming, a combination of both to learn programming, especially for programming beginners’ introductory courses, has a positive effect.
Renee Seward, M.Des. (Committee Chair)
Chia Han, Ph.D. (Committee Member)
65 p.
Educational Software
Visual programming; Constructivist instructional design; Behaviorist instructional design; Block-based visual programming; Node-based visual programming; Gamification

Recommended Citations

Citations

  • Qiu, X. (2020). A Constructivist Instructional Design Introducing visual programming to professional designers [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin159239515074893

    APA Style (7th edition)

  • Qiu, Xinyu. A Constructivist Instructional Design Introducing visual programming to professional designers. 2020. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin159239515074893.

    MLA Style (8th edition)

  • Qiu, Xinyu. "A Constructivist Instructional Design Introducing visual programming to professional designers." Master's thesis, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin159239515074893

    Chicago Manual of Style (17th edition)

ucin159239515074893
178
© 2020, some rights reserved.Creative Commons License A Constructivist Instructional Design Introducing visual programming to professional designers by Xinyu Qiu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.