Authors:
Pedro Guillermo Feijóo-García
1
and
Christina Gardner-McCune
2
Affiliations:
1
Department of Computer & Information Science & Engineering, University of Florida, Gainesville, FL, U.S.A., Program of Systems Engineering, Universidad El Bosque, Bogotá, Colombia
;
2
Department of Computer & Information Science & Engineering, University of Florida, Gainesville, FL, U.S.A.
Keyword(s):
Active Learning, Student-created Artifacts, Video Tutorials, Computer Science Education, Strategic Learning, Instructional Strategies.
Abstract:
In this paper we present findings on a pedagogical approach we designed to enhance students' understanding of Functional Programming, in which they were required to create two video-tutorials. The first video-tutorial assignment asked the students to develop explanations of Functional Programming concepts. The second video-tutorial required them to explain their solutions while completing coding exercises using Haskell. We present a detailed description of the activities, their evaluation, and their impact on students' learning, motivation, and performance. Our findings suggest that the use of a student-created video-tutorial approach can be effective for increasing students’ understanding, performance, and engagement on Functional Programming assessments. This suggests that using student-created video tutorials may be a promising strategy to implement in other computing courses.