Application of Cognitive Load Theory in Programming Teaching

Authors

  • Xiaoqing Li University of Illinois at Springfield

Keywords:

higher education, information technology, e-learning, programming, technology

Abstract

Modern e-learning tools offer great potential for instructors to develop innovative pedagogies. Based on the cognitive load theory, this research proposes an information technology supported pedagogy to teach mobile programming. With the proposed methodology, students record their hands-on programming exercises when learning from worked examples. As an effective approach to improve learning performance, this method can also be applied in other similar teaching scenarios.

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Published

2016-12-01

How to Cite

Li, X. (2016). Application of Cognitive Load Theory in Programming Teaching. Journal of Higher Education Theory and Practice, 16(6). Retrieved from https://mail.articlegateway.com/index.php/JHETP/article/view/4418

Issue

Section

Articles