TY - GEN
T1 - A study on teaching debugging strategies for digital circuit
AU - Ho, Hong Fa
AU - Huang, Duen Huang
PY - 2014
Y1 - 2014
N2 - It is essential for educators to identify the student's reading ability when learning debugging strategies. Forty-five senior high school students (average 17.6 years old, SD=0.35) participated in this study. The participants were divided into three groups to examine the effect of three teaching materials including 1) normal reasoning, 2) a debugging process model, and 3) a debugging process model and three debugging strategies, namely, forward strategy, backward strategy, and CLOCK-based strategy. While the participants debugging a digital circuit question, the eye tracker recorded the eye movement data for analysis. The results indicated that participants receiving a debugging process model and three debugging strategies improved their debugging skills significantly by: 1) increased percentage of the participants finding bugs correctly, 2) increased percentage of the participants using debugging strategies correctly, and 3) reduced time spent on debugging in average. The findings may help educators and researchers understand the benefit of debugging strategies on digital circuits to design better teaching materials, methods, and learning strategies.
AB - It is essential for educators to identify the student's reading ability when learning debugging strategies. Forty-five senior high school students (average 17.6 years old, SD=0.35) participated in this study. The participants were divided into three groups to examine the effect of three teaching materials including 1) normal reasoning, 2) a debugging process model, and 3) a debugging process model and three debugging strategies, namely, forward strategy, backward strategy, and CLOCK-based strategy. While the participants debugging a digital circuit question, the eye tracker recorded the eye movement data for analysis. The results indicated that participants receiving a debugging process model and three debugging strategies improved their debugging skills significantly by: 1) increased percentage of the participants finding bugs correctly, 2) increased percentage of the participants using debugging strategies correctly, and 3) reduced time spent on debugging in average. The findings may help educators and researchers understand the benefit of debugging strategies on digital circuits to design better teaching materials, methods, and learning strategies.
KW - Debugging strategy
KW - Digital logic circuit
KW - Eye movement data
KW - Reading process
KW - Timing diagram
UR - http://www.scopus.com/inward/record.url?scp=84923930294&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84923930294&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84923930294
T3 - Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
SP - 238
EP - 240
BT - Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
A2 - Ogata, Hiroaki
A2 - Lomicka-Anderson, Lara
A2 - Chai, Ching-Sing
A2 - Hampel, Regine
A2 - Hayashi, Yusuke
A2 - Vassileva, Julita
A2 - Liu, Chen-Chung
A2 - Chen, Wenli
A2 - Hsu, Jack
A2 - Lan, Yu-Ju
A2 - Mason, Jon
A2 - Yamada, Masanori
A2 - Shyu, Hsin-Yih
A2 - Weerasinghe, Amali
A2 - Wu, Ying-Tien
A2 - Zhang, Li
A2 - Kinshuk, null
A2 - Matsubara, Yukihiro
A2 - Miao, Yongwu
A2 - Ogata, Hiroaki
A2 - Kong, Siu Cheung
A2 - Chang, Maiga
A2 - Jong, Morris S. Y.
A2 - Kuo, Rita
A2 - Robson, Robby
A2 - Wasson, Barbara
A2 - Kashihara, Akihiro
A2 - Cress, Ulrike
A2 - Jansen, Marc
A2 - Oshima, Jun
A2 - Yin, Chengjiu
A2 - Zhang, Jianwei
A2 - Chinn, Clark
PB - Asia-Pacific Society for Computers in Education
T2 - 22nd International Conference on Computers in Education, ICCE 2014
Y2 - 30 November 2014 through 4 December 2014
ER -