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Authors: Stefano Federici ; Claudia Medas and Elisabetta Gola

Affiliation: University of Cagliari, Italy

ISBN: 978-989-758-291-2

Keyword(s): Knowledge Retention, Active Learning, Programming-based Learning, Exponentiation, Block Languages, Scratch, Computational Thinking.

Abstract: In this paper we describe the experience of a year-long experiment devoted to understanding if retention of knowledge acquired by students while learning a specific subject can be improved by letting them build by themselves interactive models of that knowledge by means of a visual programming language based on the block metaphor. What we propose is along the lines of active learning and learning-by-teaching. Students build an interactive model that tests the knowledge of a specific topic and it is assumed that the topic will be better memorized and understood than using standard learning strategies. To test this hypothesis, we run an experiment on the students of two 5th grade classes, split in three groups. One group learned the topic by both following standard explanations and by creating by themselves multimedia interactive projects by means of a block language. A second group learned by following standard explanations and by playing with multimedia interactive projects created by their peers in the first group. A third group learned by only following standard explanations. The experiment outcome shows that there is a significant improvement in the retention rate after several months for those students that build their digital tools by themselves with respect to both students that use digital tools built by others and students that do not use digital tools at all. It is our opinion that this strategy can be applied to topics of all disciplines, providing the bases of what we can define as programming-based learning, a general learning methodology based on computer programming. (More)

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Paper citation in several formats:
Federici, S.; Medas, C. and Gola, E. (2018). Who Learns Better - Achieving Long-term Knowledge Retention by Programming-based Learning.In Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-291-2, pages 124-133. DOI: 10.5220/0006705001240133

@conference{csedu18,
author={Stefano Federici. and Claudia Medas. and Elisabetta Gola.},
title={Who Learns Better - Achieving Long-term Knowledge Retention by Programming-based Learning},
booktitle={Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2018},
pages={124-133},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006705001240133},
isbn={978-989-758-291-2},
}

TY - CONF

JO - Proceedings of the 10th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Who Learns Better - Achieving Long-term Knowledge Retention by Programming-based Learning
SN - 978-989-758-291-2
AU - Federici, S.
AU - Medas, C.
AU - Gola, E.
PY - 2018
SP - 124
EP - 133
DO - 10.5220/0006705001240133

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