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<p>The rapid development of digital methods has been exciting for programming education, but there has been much less attention to compare the use of traditional classroom delivery and the use of an online learning environment with the incorporation of emerging and developing digital technologies. Past work has documented the use of online platforms for programming. Still, there is more work to be done in terms of how we categorize and understand the effects of advanced technologies (such as virtual reality (VR) and Artificial Intelligence (AI)-based tutoring systems) on student learning outcomes. The current study draws upon a mixed-methods approach to look at these issues in detail by comparing educational outcomes (achievement, satisfaction, engagement) of 120 engineering students in a Northern French university. Quantitative measures (programming knowledge test, survey) and qualitative data (open-ended responses) provide substantial evidence for discussion. The results include significant differences in students who participated in online activities with tech-enhanced online environments, specifically using AI and VR technologies; they obtained significantly higher means across the comprehension scores (3.85 out of 5) versus learners in face-to-face classrooms (2.92 out of 5). When compared to students in face-to-face classrooms, the level of participation was also higher (90% of assessment tasks completed versus 75% of similar classroom learners). Thematic analysis suggests many positive benefits, including increased motivation, engagement, and contact exposure, and several negative challenges, including a lack of personalized instruction and support. This work expands the understanding of how integrating emerging digital technology can affect programming education and offers practical advice to universities and instructors looking to maximize their online pedagogical practice. This study shows the potential of using advanced AI and VR technologies to develop higher levels of participation and achievement for programming learners. Also, it points to opportunities for enhancing teaching and learning practices.</p>

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Transforming programming education: a comparative study of traditional and tech-enhanced online learning for undergraduates and graduates

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  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Arthur William Fodouop Kouam

摘要

The rapid development of digital methods has been exciting for programming education, but there has been much less attention to compare the use of traditional classroom delivery and the use of an online learning environment with the incorporation of emerging and developing digital technologies. Past work has documented the use of online platforms for programming. Still, there is more work to be done in terms of how we categorize and understand the effects of advanced technologies (such as virtual reality (VR) and Artificial Intelligence (AI)-based tutoring systems) on student learning outcomes. The current study draws upon a mixed-methods approach to look at these issues in detail by comparing educational outcomes (achievement, satisfaction, engagement) of 120 engineering students in a Northern French university. Quantitative measures (programming knowledge test, survey) and qualitative data (open-ended responses) provide substantial evidence for discussion. The results include significant differences in students who participated in online activities with tech-enhanced online environments, specifically using AI and VR technologies; they obtained significantly higher means across the comprehension scores (3.85 out of 5) versus learners in face-to-face classrooms (2.92 out of 5). When compared to students in face-to-face classrooms, the level of participation was also higher (90% of assessment tasks completed versus 75% of similar classroom learners). Thematic analysis suggests many positive benefits, including increased motivation, engagement, and contact exposure, and several negative challenges, including a lack of personalized instruction and support. This work expands the understanding of how integrating emerging digital technology can affect programming education and offers practical advice to universities and instructors looking to maximize their online pedagogical practice. This study shows the potential of using advanced AI and VR technologies to develop higher levels of participation and achievement for programming learners. Also, it points to opportunities for enhancing teaching and learning practices.