Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

Abstract

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning. As such, programming courses are held in computer labs which provides a great learning environment for students to have hands-on programming experience during class time. However, this type of environment may inhibit students from taking notes. In an attempt to foster hands-on learning and to increase student learning outcomes, the authors conducted an exploratory study aimed at examining the outcomes self-created student screencasts created during the hands-on sections of each class. Specifically, this study was conducted to understand whether student created screencasts fabricated during hands-on class time would increase students learning outcomes. This study was conducted over four semesters when an instructor taught two sections of the course per semester; one section students self created screencasts in-class and the other section did not. The subjects were undergraduate business students enrolled in an upper level applications/programming course at a university in Pennsylvania State System of Higher Education system. The experimental method was used to compare the differences in graded classroom activities, theory assessments, lab assessments, and final exam scores between the classes. Results showed that students who created screencasts while following along with the instructors step by step programming instructions as well as created screencast while independently working were significantly (p<.05) more successful on theory assessments, lab assessments, and the final exam scores verses those students that did not.