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Learning Programming with Augmented Reality-Based Editor: A Dynamic Code Visualisation Approach

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Title: Learning Programming with Augmented Reality-Based Editor: A Dynamic Code Visualisation Approach
Language: English
Authors: Merve Aydin (ORCID 0000-0002-4192-4504), Ünal Çakiroglu (ORCID 0000-0001-8030-3869)
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 4
Descriptors: Programming, Computer Science Education, Thinking Skills, Problem Solving, Troubleshooting, Student Experience, Technology Uses in Education, Secondary School Students, Grade 5, Grade 4, Student Attitudes, Computer Simulation, Simulated Environment, Synthesis, Physical Environment, Information Technology, Teaching Methods
DOI: 10.1111/jcal.13093
ISSN: 0266-4909
1365-2729
Abstract: Background: Students experience higher-order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process. Objectives: This study aimed to create an augmented reality-based programming editor and evaluate its contributions to learning programming. Text-based programming codes developed by the students on the editor were instantly visualised through a traffic metaphor in dynamic visualisation via augmented reality. The findings of this study highlight the significance of a novel usage of augmented reality in shaping cognitive processes during the programming learning process. Methods: An exploratory case study was adopted in the study. Participants voluntarily selected 15 students in the same secondary school's 4th and 5th grades. The data to determine the programming performances were collected via a programming performance test and analysed with the rubric created by the authors. Interviews and screen recordings were employed to determine the factors that had a role in the programming learning process. Results and Conclusions: The results indicated that teaching programming using the augmented reality-based editor has positively contributed to learning programming. The editor's scenario, animation, and error display features incorporated with an authentic dynamic visualisation were remarkable in this contribution. The editor also contributed to reducing students' efforts to create schemas for programming by bringing the context closer to reality throughout the programming process.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458996
Database: ERIC
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  Data: Learning Programming with Augmented Reality-Based Editor: A Dynamic Code Visualisation Approach
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  Data: <searchLink fieldCode="AR" term="%22Merve+Aydin%22">Merve Aydin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4192-4504">0000-0002-4192-4504</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ünal+Çakiroglu%22">Ünal Çakiroglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8030-3869">0000-0001-8030-3869</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/jcal.13093
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: Students experience higher-order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process. Objectives: This study aimed to create an augmented reality-based programming editor and evaluate its contributions to learning programming. Text-based programming codes developed by the students on the editor were instantly visualised through a traffic metaphor in dynamic visualisation via augmented reality. The findings of this study highlight the significance of a novel usage of augmented reality in shaping cognitive processes during the programming learning process. Methods: An exploratory case study was adopted in the study. Participants voluntarily selected 15 students in the same secondary school's 4th and 5th grades. The data to determine the programming performances were collected via a programming performance test and analysed with the rubric created by the authors. Interviews and screen recordings were employed to determine the factors that had a role in the programming learning process. Results and Conclusions: The results indicated that teaching programming using the augmented reality-based editor has positively contributed to learning programming. The editor's scenario, animation, and error display features incorporated with an authentic dynamic visualisation were remarkable in this contribution. The editor also contributed to reducing students' efforts to create schemas for programming by bringing the context closer to reality throughout the programming process.
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        Value: 10.1111/jcal.13093
    Languages:
      – Text: English
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        PageCount: 19
    Subjects:
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Grade 4
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Information Technology
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      – TitleFull: Learning Programming with Augmented Reality-Based Editor: A Dynamic Code Visualisation Approach
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