Full_Dataset_Modality_Effect_Study_Dissertation_Mario_Bolte

This ZIP file contains all the data that is necessary to provide full transparancy for the empirical study that Mario Bolte has executed for his dissertation.Abstract of the dissertation: Teaching and learning programming is a grand challenge in computer science education, especially in view of the introduction of compulsory computer science classes in grade 6 in North Rhine-Westphalia. As programming is increasingly seen as a fundamental cultural skill, efficient and individualized teaching is becoming more important. Current research suggests that programming should be learned at one's own pace and with the support of materials, which raises the question of the appropriate modality of learning materials. The aim of this dissertation is to review and further develop the state of research on the modality of material-based programming learning. To this end, a longitudinal study was conducted in the compulsory subject of computer science, comparing video-based and slide-based learning materials. The results show significantly better learning performance in the video group with less time required, thus providing empirical evidence for a modality effect in school programming education. Based on the study results and existing research, an information-rate hypothesis is developed that suggests that, in long-term learning, slower information processing combined with time-based forgetting in working memory may be responsible for poorer learning outcomes. This approach offers an integrative and consistent explanatory for previous findings on the modality effect and the findings of the empirical study in this dissertation.