Learning motivation in e-learning facilitated computer programming courses

By Kris M. Y. Law, Victor Chung Sing Lee, Yuen-Tak Yu. Comput. Educ., 2010

434 citations recorded by the source corpus.

Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system - Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, 'individual attitude and expectation', 'clear direction', and 'reward and recognition'. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.

Subfields: Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/be2dfe978c6ac14a277dcac519e9130b3fe1c100

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Introductory programming: a systematic literature review (2018, background): “terventions [183]; changes to infrastructure, allowing for smaller classes [87] and closer monitoring of individuals [32]; the application of e-learning [80, 365, 652]; flipped classrooms [363]; peer communication tools such as anonymous chat rooms [666], discussion forums [590], and Facebook [488];”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “Course design and learning context are not enough to achieve elearning success because of the importance of learners’ motivation (Law et al., 2010).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “In addition, the impact of learning motivation on learning outcomes in e-learning environments has been empirically examined (Law et al., 2010; Lim & Kim, 2003).”