Integration of virtual programming lab in a process of teaching programming eduscrum based

Abstract

Programming is, nowadays, a necessary and important skill for any professional in both technical and technological areas. Teaching programming is essential for computer applications development and for technological evolution. However, learning (and teaching) to program is a difficult process with many singularities. The programming teaching model is usually based on a set of tasks that generally cause some difficulty to students, particularly to novice ones. The efficient way to learn to program is by programming and hard training and thus feedback is a crucial factor in the success and flow of the process. In this setting, automatic code evaluation tools can be important to help teaching (and learning) how to program. One of those tools is Virtual Programming Lab (VPL), a Modular Object-Oriented Dynamic Learning Environment plugin (Moodle). This doctoral thesis aims to analyze the potential use of VPL in the teaching process of programming in higher education. It also aims to evaluate whether if, with VPL, is possible to make students' learning more effective and autonomous and, at the same time reducing the teaching workload in the evaluation process. Real-world experiments were carried out with the introduction of VPL in a teaching-learning process supported by Java programming. The teaching method uses the eduScrum methodology, usually supported by Moodle, and it is used in a course of programming initiation of the Degree in Informatics Engineering (LEI) of the Informatics Engineering Department of School of Engineering (ISEP), Polytechnic Institute of Porto (P.PORTO). In APROG the eduScrum methodology is used, usually supported by Moodle, and the Java programming language is used for coding. In the experiments performed the VPL was used in the teaching-learning process allowing students to automatically validate their code. With this model, we intended to speed up the teaching learning process by reducing the assessment time and enhancing the assessment of tasks performed by students. In this study the data was collected directly from observation during the performance of activities during classes, from automatic Moodle registrations and, mainly, from responses to an anonymous online survey. The results show that the use of VPL in programming curricular units can be an important ally for students and teachers, allowing for more autonomous learning and at the student's pace, and assisting teachers in the process to verify code and giving feedback, giving them more time to support students. The results of the experiments carried out, supported by the subjects' responses to surveys, point towards the validity of this model.