2025 ASEE Annual Conference & Exposition

Engaging Minds: Impact of Sequential Live Coding on Academic Engagement

Computer programming presents conceptually hard concepts to all undergraduate students. Particularly, engineering students struggle with the logic and syntax details of programming languages. Due to the complex nature of the programming courses, instructional methods such as live coding, peer programming, and hands-on exercises have been implemented to improve students' learning outcomes. However, prior literature also notes some issues with such methods, such as passive attention and limited hands-on experience. Considering these issues, a new instructional mechanism, sequential live coding, was developed and utilized in a large R1 university for engineering programming (C++ and Python) courses. Our prior work suggested sequential live coding positively affected students' learning and perceptions of learning programming. However, its impact on students' non-cognitive factors, particularly engagement, is unexplored. Considering the importance of academic engagement for students' deeper understanding of course material, this paper examines the effect of sequential live coding on academic engagement. More specifically, the paper addresses the following research question: How does academic engagement differ between students who participated in sequential live coding and those who did not? To answer the question, we collected data from 63 undergraduate students enrolled in two programming courses, Python and C++. The data were collected pre- and post-manner using a previously validated engagement survey instrument measuring four dimensions of engagement: behavioral, emotional, social, and cognitive. Students reported their engagement levels across 24 items on a six-point Likert scale. In this quantitative study, the data were analyzed using an independent samples t-test between each dimension of engagement. The results indicate a significant difference in students' emotional engagement after using sequential live coding. Also, the descriptive statistics indicate that students who participated had improved engagement in all aspects except cognitive engagement. The study's results highlight that students' engagement mostly declines in conceptually hard courses like programming. However, students who participated in sequential live coding had higher engagement with the course than those who didn't participate. The study's results warrant creating learning environments that foster engagement to improve student's learning outcomes.

Authors

Kwansun Cho University of Florida [biography]

Kwansun Cho is an Instructional Assistant Professor of the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. She has been teaching introductory computer programming courses for engineers. She holds two Masters’ degrees in Electrical and Computer Engineering from the University of Florida and Yonsei University, specializing in speech signal processing. Her educational research interests include improved flipped classroom teaching/learning for students, and computer- or web-assisted personalized learning.
Sung Je Bang Texas A&M University [biography]

Sung Je Bang is a Ph.D. candidate in Interdisciplinary Engineering at Texas A&M University, within the Department of Multidisciplinary Engineering. He serves as a graduate research assistant on multiple projects, where he focuses on user experience and psychological aspects of technology. His research interests include artificial intelligence, large language models, user experience design, and engineering education.
Syeda Fizza Ali Texas A&M University [biography]

Syeda Fizza Ali is currently pursuing her PhD in Interdisciplinary Engineering at Texas A&M University. She works as a graduate research assistant at the Department of Multidisciplinary Engineering, where her work focuses on educational technology tools and student engagement. Her research is shaped by a commitment to broadening participation in engineering and fostering learning environments that prioritize student well-being.
Dr. Asefeh Kardgar Texas A&M University [biography]

Asefeh Kardgar is a researcher at Texas A&M University.
Dr. Saira Anwar http://orcid.org/https://0000-0001-6947-3226 Texas A&M University [biography]

Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A and M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. The Department of Energy, National Science Foundation, and industry sponsors fund her research. Her research potential and the implication of her work are recognized through national and international awards, including the 2023 NSTA/NARST Research Worth Reading award for her publication in the Journal of Research in Science Teaching, 2023 New Faculty Fellow award by IEEE ASEE Frontiers in Education Conference, 2022 Apprentice Faculty Grant award by the ERM Division, ASEE, and 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Dr. Anwar has over 20 years of teaching experience at various national and international universities, including the Texas A and M University - USA, University of Florida - USA, and Forman Christian College University - Pakistan. She also received outstanding teacher awards in 2013 and 2006. Also, she received the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

For those interested in:

computer science
engineering
undergraduate