Principles for designing programming exercises to minimise poor learning behaviours in students

ABSTRACT

In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. This paper aims to encourage academics to start thinking about the tasks they set, in particular it explores characteristics of programming tasks that affect student learning and understanding in a first year undergraduate course as part of a degree in Computer Science at Monash University. Attention is paid to features of programming tasks that led to three poor learning behaviours: Superficial Attention, Impulsive Attention and Staying Stuck. The data gathered for this study which describe the students' engagement in the tasks are provided by students and tutors. The paper concludes with a list of generic improvements to be considered when formulating programming exercises to minimise poor learning behaviours in students.

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