國立虎尾科技大學 |

Immersive Learning Environments for Computer Science Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Immersive Learning Environments for Computer Science Education./
作者:	Buchanan, Dillon.
面頁冊數:	1 online resource (54 pages)
附註:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
標題:	Logic. -
電子資源:	click for full text (PQDT)
ISBN:	9798379658588

Immersive Learning Environments for Computer Science Education.
Buchanan, Dillon.

Immersive Learning Environments for Computer Science Education. - 1 online resource (54 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.Sc.)--East Tennessee State University, 2023.

Includes bibliographical references

This master's thesis explores the effectiveness of an educational intervention using an interactive notebook to support and supplement instruction in a foundational-level programming course. A quantitative, quasi-experimental group comparison method was employed, where students were placed into either a control or a treatment group. Data was collected from assignment and final grades, as well as self-reported time spent using the notebook. Independent t-tests and correlation were used for data analysis. Results were inconclusive but did indicate that the intervention had a possible effect. Further studies may explore better efficacy, implementation, and satisfaction of interactive notebooks across a larger population and multiple class topics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379658588Subjects--Topical Terms:

558909
Logic.
Index Terms--Genre/Form:

554714
Electronic books.

Immersive Learning Environments for Computer Science Education.
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500 $a Source: Masters Abstracts International, Volume: 84-12.
500 $a Advisor: Dubay, Chelsie;Pfeiffer, Phil;Harrison, Matthew.
502 $a Thesis (M.Sc.)--East Tennessee State University, 2023.
504 $a Includes bibliographical references
520 $a This master's thesis explores the effectiveness of an educational intervention using an interactive notebook to support and supplement instruction in a foundational-level programming course. A quantitative, quasi-experimental group comparison method was employed, where students were placed into either a control or a treatment group. Data was collected from assignment and final grades, as well as self-reported time spent using the notebook. Independent t-tests and correlation were used for data analysis. Results were inconclusive but did indicate that the intervention had a possible effect. Further studies may explore better efficacy, implementation, and satisfaction of interactive notebooks across a larger population and multiple class topics.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Logic. $3 558909
650 4 $a Educational administration. $3 1148465
650 4 $a Education. $3 555912
650 4 $a Design. $3 595500
650 4 $a Curriculum development. $3 1148494
650 4 $a Semantics. $3 555362
650 4 $a Software engineering. $3 562952
650 4 $a Taxonomy. $3 1437780
650 4 $a Interactive learning. $3 1017000
650 4 $a Science education. $3 1151737
650 4 $a Motivation. $3 655186
650 4 $a Friction. $3 596760
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650 4 $a Feedback. $3 1047630
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650 4 $a Instructional design. $3 1148462
650 4 $a Concrete. $3 867676
650 4 $a Memory. $3 555749
650 4 $a Writing. $3 561099
650 4 $a Computer science. $3 573171
650 4 $a Habits. $3 962686
650 4 $a Pedagogy. $3 1148703
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710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 84-12.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30501302 $z click for full text (PQDT)