Evaluation of a Classroom Support System for Programming Education Using Tangible Materials
Volume 9, Issue 5, Page No 21-29, 2024
Author’s Name: Koji Oda, Toshiyasu Kato, Yasushi Kambayashi
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1 Department of Information and Telecommunication, Saitama Prefectural Kawaguchi Technical High School, Kawaguchi, 333-0846, Japan
2 Department of Information and Media Engineering, Nippon Institute of Technology, Minamisaitama, 345-0826, Japan
3 Department of Informatics and Data Science, Sanyo-Onoda City University, Sanyo-Onoda, 756-0884, Japan
a)whom correspondence should be addressed. E-mail: mooda194lun@yahoo.co.jp
Adv. Sci. Technol. Eng. Syst. J. 9 (5), 21-29 (2024); 
DOI: 10.25046/aj090503
Keywords: Tangible materials, Programming education, Classroom support systems, Face-to-face instruction
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In recent years, the utilization of tangible educational materials has attracted attention on educational settings. They provide hands-on learning experiences for beginners. This trend is especially notable in the field of programming education. Such educational materials are employed in many institutions worldwide. They liberate learners of programming from programming languages that are confined in a small computer screen. On the other hand, in the school setting, classroom time is limited. When instructing more than thirty students, it is hard for instructors to provide adequate guidance for everyone. To address this problem, we have developed a classroom support system for programming education that complements the use of tangible educational materials. With this system, instructors can monitor the real-time progress of each student during the class and analyze which parts of the program many students find challenging. Based on these analytical results, instructors can provide appropriate instructions for individual students and effectively conduct the class. This system is suitable for programming education in high schools. It quantifies each student’s ability of programming and track the progress of each student. We administered a questionnaire to both the students and the instructor. The results of the questionnaire show our system is well received by both students and the instructor. Even though our system demonstrates some usefulness for programming beginners, we are aware that our system has some serious limitations such as our rigid model answers.
Received: 14 September 2024 Revised: 09 October 2024 Accepted: 08 October 2024 Online: 19 October 2024
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