Rex A. Thomas

Interactive computer graphics in the study of human body planar motion under free fall conditions

Abstract A computer program utilizing interactive graphics was developed in order to study the planar motion of a five-segment model of the human body. By providing instantaneous feedback and convenient graphical representation of the body, the program allows the user to quickly simulate and study body motions of interest. Consequently, the model is a useful tool for the researcher and may be readily employed for student instructional purposes. The configuration of the model, and the derivation and validation of the equations of motion, are included. Several options provided by the simulation are described.

Investigating the Effects of a Manipulative Model of Computer Memory Operations on the Learning of Programming

AbstractFour replications of a study were conducted to assess the effects of using a simulation of computer operations as an introduction to a beginning programming course. It was determined that the simulation influenced the student’s choice of algorithms throughout the course. However, no differences were observed in knowledge of the syntax or ability to trace program segments.

Give Programming Instruction a Chance

AbstractThe value of computer programming courses in secondary schools and for noncomputing majors at the college level is being questioned. At the same time, mathematics and science educators are attempting to create learning opportunities that are identical to those intrinsic to programming courses. In this paper, student actions learning looping concepts in an exploratory environment are analyzed. The analysis reveals serious shortcomings in student’s basic learning strategies and a rich opportunity for the teacher to diagnose and address student needs. Based on this analysis and recent advances in learning theory, it is suggested that programming instruction receive more careful study, first to determine appropriate goals and instructional methodologies and then to determine its educational value.

An Investigation of Manipulative Models on the Learning of Programming Loops

In this study of the learning of programming, two computer-based simulations (manipulative models) of program loops were compared with a computer-based tutorial combined with paper-and-pencil exercises. For the treatment group, one simulation was used prior to and one following classroom instruction on the WHILE-DO and REPEAT-UNTIL looping constructs. For the control group, the tutorial preceded classroom instruction, which was followed by the paper-and-pencil exercises. Students using the manipulative models were more successful in applying their knowledge of loops to a situation requiring transfer, but were no more successful on problems requiring interpretation or direct application. Previous programming experience did not produce a measurable effect on student performance on looping problems.