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<p>In this paper the <i>Memory Transfer Language</i> program visualization (MTL PV) technique is combined with <i>constructivism</i> (<i>conceptual contraposition and colloquy</i>) and <i>reversibility</i> to evolve a new approach for instructional design for teaching and learning introductory programming. A sample of 1,364 students was taught programming using the MTL PV in combination with conceptual contraposition and colloquy together with reversibility. Results from the experimental test that was based on reversibility as applied by Teague and Lister (Teague D, Lister, R. 2014 Programming Reading, Writing and Reversing, ITICSE'14, Uppsala, Sweden. 10.1145/2591708.2591712) indicated that combining MTL with constructivism and reversibility was useful in assisting novices to construct viable mental models and avoid fundamental errors. Only 32% of the control group, which was instructed with the traditional approach (the first method), passed the test. To the contrary, 61% of the treatment group, which was instructed using the MTL PV + constructivism + reversibility, passed the test. Statistical results showed that the risk of committing errors was significantly higher among students in the control group as compared to those in the treatment group (RR = 1.74, p &lt; 0.001).</p>

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Combining memory transfer language with constructivism and reversibility to improve comprehension in introductory programming

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  • 发表日期：

    2025年5月26日

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  • Leonard J. Mselle

摘要

In this paper the Memory Transfer Language program visualization (MTL PV) technique is combined with constructivism (conceptual contraposition and colloquy) and reversibility to evolve a new approach for instructional design for teaching and learning introductory programming. A sample of 1,364 students was taught programming using the MTL PV in combination with conceptual contraposition and colloquy together with reversibility. Results from the experimental test that was based on reversibility as applied by Teague and Lister (Teague D, Lister, R. 2014 Programming Reading, Writing and Reversing, ITICSE'14, Uppsala, Sweden. 10.1145/2591708.2591712) indicated that combining MTL with constructivism and reversibility was useful in assisting novices to construct viable mental models and avoid fundamental errors. Only 32% of the control group, which was instructed with the traditional approach (the first method), passed the test. To the contrary, 61% of the treatment group, which was instructed using the MTL PV + constructivism + reversibility, passed the test. Statistical results showed that the risk of committing errors was significantly higher among students in the control group as compared to those in the treatment group (RR = 1.74, p < 0.001).