Continual and explicit comparison to promote proactive facilitation during second computer language learning

Matt Bower*, Annabelle McIver

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

Abstract

This paper describes a Continual And Explicit Comparison (CAEC) approach to overcoming proactive inhibition and amplifying proactive facilitation in a second year Java course. The approach utilizes continual and explicit comparison to students' prior learning (in this case C++ programming knowledge) in early stages of learning the new language in order to more rapidly build understanding and more definitively form concept boundaries between the two languages. The majority of students felt the approach supported learning of the second language (proactive facilitation) without causing any interference with second language learning (i.e. minimal proactive inhibition). Some students also indicated that the approach enhanced their understanding of the first language (retroactive facilitation) and overwhelmingly agreed that the approach did not interfere with their understanding of the first language (i.e. minimal retroactive inhibition). Students also indicated that their Java programming ability and their enjoyment of programming increased during the period that the continual and explicit comparison approach was applied.

Original languageEnglish
Title of host publicationITiCSE'11 - Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science
Place of PublicationNew York
PublisherACM
Pages218-222
Number of pages5
ISBN (Print)9781450308878
DOIs
Publication statusPublished - 2011
Event16th Annual Conference on Innovation and Technology in Computer Science, ITiCSE'11 - Darmstadt, Germany
Duration: 27 Jun 201129 Jun 2011

Other

Other16th Annual Conference on Innovation and Technology in Computer Science, ITiCSE'11
CountryGermany
CityDarmstadt
Period27/06/1129/06/11

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  • Cite this

    Bower, M., & McIver, A. (2011). Continual and explicit comparison to promote proactive facilitation during second computer language learning. In ITiCSE'11 - Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science (pp. 218-222). New York: ACM. https://doi.org/10.1145/1999747.1999809