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首页> 外文期刊>Revista de Universidad y Sociedad del Conocimiento >Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education
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Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education

机译：技术与技术的教学：弥合基于模拟的编程教育中的学与教差距的方法

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The learning of programming using simulation involves unique educational environments and human factors. However, research in this field has been mainly centred on the efficacy of the simulation tool whereas there is a lack of comparative studies between the associated teaching and learning procedures. To address the gap, this study facilitates an evidence-driven discussion on learning and teaching, as well as their relationship, in simulation-based programming education. Investigation areas include virtual and physical environments of simulation sessions, relevant learning enablers and impediments, and roles of students and faculty members in the process. The study followed qualitative methodology using focus groups and semi-structured interviews. Thirty-seven students and four lecturers on a computing course at a British university shared experiences and perceptions on simulation-based programming sessions. The data were analysed thematically and through cross-evaluation. The findings have provided fresh insights on several enabling and challenging aspects of simulation-based programming education. On the one hand, visualisation, consistency of learning procedures, and student engagement emerged as empowering factors. On the other, the negative implications of collaborative tasks, students’ attention diversion while shifting between virtual and physical environments of learning, and lecturers’ over-emphasis on technology in teaching preparation, appeared as challenges. The paper contributes to understanding the advantages and challenges of using simulation in programming education. It suggests essential teaching principles and their application procedures, which add value to the overall computing education at tertiary level. The learning is transferrable among other engineering programmes and academic disciplines that use simulation for educational purposes.
机译：使用模拟学习编程涉及独特的教育环境和人为因素。但是，该领域的研究主要集中在模拟工具的功效上，而在相关的教与学程序之间缺乏比较研究。为了弥补这一差距，本研究在基于模拟的编程教育中促进了关于学习与教学及其关系的循证讨论。调查领域包括模拟会议的虚拟和物理环境，相关的学习促进因素和障碍，以及学生和教职员工在此过程中的角色。该研究遵循定性方法，使用焦点小组和半结构化访谈。一所英国大学的一门计算机课程的三十七名学生和四名讲师分享了基于模拟的编程课程的经验和看法。通过主题分析和交叉评估对数据进行了分析。这些发现为基于模拟的编程教育的几个有利和具有挑战性的方面提供了新的见解。一方面，可视化，学习程序的一致性以及学生的参与度成为授权因素。另一方面，协作任务的负面影响，学生在虚拟和物理学习环境之间转移时的注意力转移，以及讲师过分强调教学准备中的技术，这些都是挑战。本文有助于理解在编程教育中使用仿真的优势和挑战。它提出了基本的教学原则及其应用程序，从而增加了整个计算机教育水平的价值。学习可以在其他将模拟用于教育目的的工程计划和学科之间进行转移。

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