Content area
Teaching introductory computer programming and choosing the proper tools and programming languages are challenging tasks. Most of the existing tools are not fully integrated into systems to support the teaching-learning processes. The present paper describes the usability evaluation of the Virtual Programming Lab module for Moodle (VPL-Moodle) based on a satisfaction questionnaire answered by 37 undergraduate students enrolled in CS1 and CS2 courses and 7 lecturers. Moreover, a heuristic evaluation performed by two specialists is also presented. Results of the descriptive and inferential analysis revealed mainly two things: a) the VPL-Moodle has a low level of usability in all five aspects analyzed by the students: satisfaction, efficiency, learnability, helpfulness, and environment control; and b) lecturers found some difficulties using the VPL-Moodle. A number of suggestions for the improvement of the VPL-Moodle interface are provided based on the findings of the paper.
Details
Learning Activities;
Heuristics;
Undergraduate Students;
World Problems;
Environment;
Influence of Technology;
Distance Education;
Learning Processes;
Measurement Techniques;
Educational Technology;
Visual Perception;
Cheating;
Usability;
Computer Science;
Programming Languages;
Learning Management Systems;
Student Participation;
Laboratories;
Educational Assessment;
Problem Solving;
Introductory Courses;
Algorithms
User satisfaction;
Programming languages;
Undergraduate study;
Students;
Tools;
Computer programming;
Teaching;
Software;
Usability;
Computer science;
Learning management systems;
Plagiarism;
Automation;
Core curriculum;
Feedback;
Distance learning;
Interfaces;
Helping behavior;
Computer assisted instruction--CAI;
Perceptions;
College students;
Learning processes;
Specialists;
Languages;
Satisfaction;
Undergraduate students;
Heuristic;
Learnability