Supporting learning and motivation with knowledge mapping in programming courses

• Published in: Education and information technologies Vol. 30; no. 8; pp. 10669 - 10692
• Main Authors: Nitchot, Athitaya, Gilbert, Lester
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2025; Springer Nature B.V
• Subjects: Algorithms; Cognition & reasoning; Collaboration; College Science; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers; Computers and Education; Concept Mapping; Creativity; Critical thinking; Education; Educational Environment; Educational Strategies; Educational Technology; Experiential Learning; Experiments; Failure; Fear; Influence of Technology; Information Systems Applications (incl.Internet); Information Technology; Instructional Effectiveness; Instructional Improvement; Knowledge; Knowledge Level; Learner Engagement; Learning; Learning Motivation; Learning Processes; Logical Thinking; Motivation; Motivation Techniques; Object oriented programming; Problem solving; School environment; Student Motivation; Student participation; Teaching methods; User Interfaces and Human Computer Interaction; Self learning; Knowledge mapping; Mapping activities; Mapping tool; Educational technology; Student engagement; Learner motivation
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-13220-x

Learning programming is a complex process that requires understanding abstract concepts and solving problems efficiently. To support and motivate students, educators can use technology-enhanced learning (TEL) in the form of visual tools for knowledge mapping. Mytelemap, a prototype tool, uses TEL to organize and visualize information, enhancing students’ understanding and problem-solving abilities. An experiment was conducted to explore students’ use of knowledge mapping in object-oriented programming (OOP) classes, investigating the relationships between subject matter and competence mappings, the quality of students’ maps, their learning achievement, and their perceptions of mapping activities. Undertaking knowledge mapping improved students’ attitudes towards learning and was found to be a strong predictor of learning achievement. The quality of mapping as such was not related to learning achievement, but it helped students identify the knowledge they needed.