Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment ARTICLE
Taylor Martin, University of Texas at Austin, United States ; Matthew Berland, University of Texas at San Antonio, United States ; Tom Benton, University of Texas at Austin, United States ; Carmen Petrick Smith, University of Vermont, United States
Journal of Interactive Learning Research Volume 24, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper, we present two studies examining how high school students learn to program in a mobile, social programming environment that we have developed and deployed (“IPRO”). IPRO is delivered, with an associated curriculum, as an iPod Touch app and is freely and publicly available. We find that the affordances of mobility and collaboration in IPRO deployed in a short enactment (~90 minutes) lead to improved performance on programming content targets, improved performance on computational content transfer targets, and improved attitudes towards programming and computer science more generally.
Martin, T., Berland, M., Benton, T. & Smith, C.P. (2013). Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment. Journal of Interactive Learning Research, 24(3), 301-328. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2013 AACE