Journal
IEEE TRANSACTIONS ON EDUCATION
Volume 53, Issue 4, Pages 677-680Publisher
IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/TE.2009.2039217
Keywords
Computer science education; empirical evaluation; interest approaches; puzzle-based learning; problem solving
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This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course-with and without the puzzle-based learning-were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course content improves students' learning experience by increasing their interest and participation in the course and developing their critical thinking skills.
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