Spatial Ability and Learning to Program

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Show simple item record Jones, Sue Burnett, Gary 2009-06-03T08:25:07Z 2009-06-03T08:25:07Z 2008
dc.identifier.citation Jones, S. & Burnett, G. (2008). Spatial Ability and Learning to Program. Human Technology, Volume 4 (1), pp. 47-61. URN:NBNfi:jyu-200804151352. Retrieved from
dc.identifier.issn 1795-6889
dc.description.abstract Results in introductory computer programming modules are often disappointing, and various individual differences have been found to be relevant. This paper reviews work in this area, with particular reference to the effect of a student’s spatial ability. Data is presented on a cohort of 49 students enrolled on an MSc in Information Technology course at a university in the UK. A measure was taken of their mental rotation ability, and a questionnaire administered that focused on their previous academic experience, and expectations relating to the introductory computer programming module they were studying. The results showed a positive correlation between mental rotation ability and success in the module (r = 0.48). Other factors, such as confidence level, expected success, and programming experience, were also found to be important. These results are discussed in relation to the accessibility of programming to learners with low spatial ability. en
dc.language.iso eng
dc.publisher University of Jyväskylä, Agora Center
dc.relation.ispartofseries Human Technology: An Interdisciplinary Journal on Humans in ICT Environments
dc.rights © 2008 Sue Jones & Gary Burnett, and the Agora Center, University of Jyväskylä
dc.rights openAccess fi
dc.subject.other spatial skills en
dc.subject.other programming ability en
dc.subject.other individual differences en
dc.title Spatial Ability and Learning to Program
dc.type Article
dc.identifier.urn URN:NBNfi:jyu-200804151352

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