ALLS was pleased to hos Dr. Junichiro Yoshimoto and Dr. Takatomi Kubo of NAIST from Jan 31 to Feb 5. During their visit, Dr. Yoshimoto gave a public lecture on Bayesian learning and its application to biological data analysis.
During the rest of his visit, Dr. Maureen Mamilic-Villamor, Christine Tablatin, and Dr. Didith Rodrigo met with both of them to discuss ALLS’s eye tracking research. The hope is to arrive at a research collaboration.
The Journal of Educational Computing Research is a peer-reviewed, interdisciplinary scholarly journal that publishes the latest in research reports and critical analyses on educational computing for both theorists and practitioners. The Journal addresses four primary areas of research interests: 1) the outcome effects of educational computing applications, featuring findings from a variety of disciplinary perspectives which include the social, behavioral, physical, and computational sciences; 2) the design, development, and effectiveness of innovative computer hardware and software for use in educational environments; 3) the interpretation and implications of research in educational computing fields; and 4) the theoretical and historical foundations of computer-based education.
We would like to congratulate Rej Flores on the publication of the paper entitled,”Wheel-Spinning Models in a Novice Programming Context” in the journal this year!
Abstract
Wheel-spinning refers to the failure to master a skill in a timely manner or after a considerable number of practice opportunities. Several past studies have developed wheel-spinning models in the areas of Mathematics and Physics. However, no models have been made for the context of novice programming. The purpose of this study was to develop wheel-spinning models in the context of novice programming and to identify the indicators of wheel-spinning. In this study, we developed five wheel-spinning models that had acceptable performance with data from 114 Filipino students using a meaningful gamification system. Following intuition, the number of problems correctly solved was negatively correlated with wheel-spinning, while overall number of problems attempted and consecutive mistakes were indicative of wheel-spinning.
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