Development and validation of an instrument for evaluating online coding tutorial systems

Alasmari, Ohud Abdullah (2024) Development and validation of an instrument for evaluating online coding tutorial systems. PhD thesis, University of Glasgow.

Abstract

In the computing education field, online programming learning platforms have become increasingly popular. There are several reasons for the recent growth in online programming learning systems, including the challenges of learning to code associated with face-to-face learning approaches. However, drill-and-practice-style activities provide one solution that can help overcome this obstacle. Hosting coding exercises, tutorials, and quizzes via online platforms provides a scalable solution to this problem. This can be accomplished with a variety of online programming learning platforms, such as interactive coding platforms and massive open online courses. In this research, the focus is on online coding tutorial systems (OCTSs). A wide variety of free and open online coding tutorial systems provide a basis for interactive programming education at scale. The use of browser-based systems with automated feedback is popular in remote learning scenarios. In addition, these systems facilitate the practical development of software that forms an integral part of the learning process for programming learners. Such systems will only be effective if they address the challenges and learning needs of novice programming learners. Therefore, the objective of this thesis is to develop and validate an instrument for evaluating online coding tutorial systems to support professional programming educators in evaluating and selecting the appropriate online coding tutorial systems for programming learning to ensure the successful delivery of programming education, effective interactive platform use, and consequent positive impacts on programming novice learners.

In order to achieve this research goal, a design-based research methodology was employed, and four studies were carried out to develop an evaluation instrument that has been constructed through three stages and four design iterations. Within the exploration phase, three instrument design iterations have been accomplished. During the initial design iteration, a systematic review of literature was undertaken to recognise common challenges in programming learning and to create the first version of the instrument by identifying a series of features of online coding tutorial systems as items of the instrument that could facilitate more robust and efficient programming learning experiences. In the second design iteration, an online survey tool was utilised to gather input on interaction with online coding platforms and to suggest some new items in the instrument. During the third design cycle, an analysis was conducted on seven popular online coding tutorial systems to determine if they included the identified features and to identify any features that might be present in these systems but are missing as items to be considered in the proposed instrument. Following this, a high-fidelity prototype of an online coding tutorial system was developed in the development phase. Lastly, during the fourth design cycle and the evaluation phase, users of the system prototype tested most of the features discussed in the developed evaluation instrument and suggested new system features as new items in the instrument. Following the instrument development process, a validation study involving experts in teaching programming was carried out to validate the proposed instrument. Additionally, a study to show that programming educators are able to use the developed evaluation instrument effectively in a realistic scenario was conducted.

To summarise, the main contribution of this research study is the development and validation of an instrument for assessing online coding tutorial systems in the field of computing education. This instrument assists professional programming educators in the evaluation and selection of effective online coding tutorial systems for teaching programming to novice learners.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: Supported by funding from the Saudi Arabian Cultural Bureau in the UK.
• Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science
• Colleges/Schools: College of Science and Engineering > School of Computing Science
• Funder's Name: Saudi Arabian Cultural Bureau
• Supervisor's Name: Singer, Dr. Jeremy and Bikanga Ada, Dr. Mireilla
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84753
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 20 Nov 2024 11:33
• Last Modified: 20 Nov 2024 11:51
• URI: https://theses.gla.ac.uk/id/eprint/84753

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