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An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

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1 Author(s)
Merrick, K.E. ; Sch. of Eng. & Inf. Technol., Univ. of New South Wales, Canberra, ACT, Australia

This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course-with and without the puzzle-based learning-were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course content improves students' learning experience by increasing their interest and participation in the course and developing their critical thinking skills.

Published in:

Education, IEEE Transactions on  (Volume:53 ,  Issue: 4 )

Date of Publication:

Nov. 2010

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