Effet d’un didacticiel pour l’apprentissage du langage SQL sur les résultats et la satisfaction des apprenants

Lynda Farza

doi:10.21432/cjlt27927

Authors

Lynda Farza Académie Militaire

DOI:

https://doi.org/10.21432/cjlt27927

Keywords:

Courseware, database, SQL, motivation, ARCS, structured query language

Abstract

In this paper, we present the results of a study on the impact of a courseware developed by using Keller’s ARCS motivational model strategies and designed to help students learn SQL language. The study involved 92 non-computer science students divided into two groups: an experimental group that had been taught the SQL language using the courseware named SQLAlgebraCourse and a control group that had not used it. The results of this study showed that the students in the experimental group performed better in the summative evaluation and were satisfied with the benefits provided by the courseware.

Author Biography

Lynda Farza, Académie Militaire

Lynda Farza est Maître-assistante en Informatique à l’Académie Militaire, Tunisie. Elle détient un doctorat en didactiques de l’informatique, un diplôme d’ingénieur en informatique, ainsi qu’un diplôme d’études approfondies en mathématiques appliquées et une maitrise en mathématiques. Ses travaux de recherche portent essentiellement sur la didactique de l’Informatique.

References

Abelló, A., Rodríguez, M. E., Urpí, T., Burgués, X., Casany, M. J., Martín, C., & Quer, C. (2008, Juillet). LEARN-SQL: Automatic assessment of SQL based on IMS QTI specification. Dans 2008 Eighth IEEE International Conference on Advanced Learning Technologies, 592-593. https://doi.org/10.1109/ICALT.2008.27

Alhazbi, S. (2015). ARCS-based tactics to improve students’ motivation in computer programming course. Dans 2015 10th International Conference on Computer Science & Education (ICCSE), 317-321. IEEE. https://doi.org/10.1109/ICCSE.2015.7250263

Annamalai, S. (2016). Designing motivating mE-book for polytechnic language classroom using ARCS model. The European Proceedings of Social & Behavioral Sciences XIV, 320-326. http://dx.doi.org/10.15405/epsbs.2016.08.45

Annamalai, S., & Salam, S. N. A. (2017, Octobre). Facilitating programming comprehension for novice learners with multimedia approach: A preliminary investigation. Dans AIP Conference Proceedings, 1891(1), 020029. https://doi.org/10.1063/1.5005362

Bai, H., Aman, A., Xu, Y., Orlovskaya, N., & Zhou, M. (2016). Effects of Web-based interactive modules on engineering students’ learning motivations. American Journal of Engineering Education, 7(2), 83-89. https://doi.org/10.19030/ajee.v7i2.9840

Bouffard, T., Boileau, L., & Vezeau, C. (2001). Students’ transition from elementary to high school and changes of the relationship between motivation and academic performance. European Journal of Psychology of Education, 16(4), 589-604. https://doi.org/10.1007/BF03173199

Cembalo, M., De Santis, A., & Ferraro Petrillo, U. (2011). Savi: A new system for advanced sql visualization. Dans SIGITE ’11: Proceedings of the 2011 Conference on Information Technology Education, 165-170. https://doi.org/10.1145/2047594.2047641

Chen, Y.-T. (2014). A study to explore the effects of self-regulated learning environment for hearing-impaired students. Journal of Computer Assisted Learning, 30(2), 97-109. https://doi.org/10.1111/jcal.12023

Colakoglu, O. M., & Akdemir, O. (2010). Motivational measure of the instruction compared: Instruction based on the ARCS motivation theory vs traditional instruction in blended courses. Turkish Online Journal of Distance Education, 11(2), 73-89. https://files.eric.ed.gov/fulltext/EJ1042575.pdf

De Raadt, M., Dekeyser, S., & Lee, T. Y. (2006). Do students SQLify? improving learning outcomes with peer review and enhanced computer assisted assessment of querying skills. Dans Proceedings of the 6th Baltic Sea conference on Computing education research. Koli Calling, 101-108. https://doi.org/10.1145/1315803.1315821

Dekeyser, S., de Raadt, M., & Lee, T. Y. (2007). Computer assisted assessment of SQL query skills. Proceedings of the eighteenth conference on Australasian database, 63, 53-62. https://dl.acm.org/doi/abs/10.5555/1273730.1273737

Farza, L. (2015). Impact d’une approche d’enseignement/apprentissage mixte sur les résultats des apprenants: cas d’un cours de bases de données. Spirale-E, Revue de Recherches en Education, Académie de Lille, 55, 61-74. https://spirale-edu-revue.fr/spip.php?article1232.

Folland, K. A. T. (2016). viSQLizer: An interactive visualizer for learning SQL. Mémoire de master, Université de science et technologie, Norvège. https://core.ac.uk/download/pdf/154676145.pdf

Gee, Y. T., & Umar, I. N. (2014). The effects of drill and practice courseware on students’ achievement and motivation in learning English. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(12), 3683-3688.

Glore, P. (2011). Identifying Motivational Strategies to Engage Undergraduate Learning in Web-Based Instruction. Thèse de doctorat, Université de Capella. http://anitacrawley.net/Resources/Articles/GloreDis.pdf

Gudivada, V. N., Arbabifard, K., & Rao, D. (2017). Automated generation of SQL queries that feature specified SQL constructs. The Third International Conference on Big Data, Small Data, Linked Data and Open Data, 9-13.

Juan, Y. K., & Chao, T. W. (2015). Game-based learning for green building education. Sustainability, 7(5), 5592-5608. https://dx.doi.org/10.3390/su7055592

Keller, J. M. (1983). Motivational design of instruction. Instructional Design Theories and Models: An Overview of their Current Status, 1, 383-434.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.

Keller, J. M. (1987). The systematic process of motivational design. Performance and Instruction, 26(9), 1-8. http://terrikrause.com/Content/documents/Keller1987Systematic.pdf

Keller, J. M. (2006). What is motivational design? Florida State University. http://www.arcsmodel.com/pdf/Motivational%20Design%20Rev%20060620.pdf

Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer. https://dx.doi.org://10.1007/978-1-4419-1250-3

Keller, J. M., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229-239. https://doi.org/10.1080/1358165042000283084

Khan, F. M. A., & Masood, M. (2013). The development and testing of multimedia-assisted mastery learning courseware with regard to the learning of cellular respiration. Procedia-Social and Behavioral Sciences, 103, 999-1005. http://dx.doi.org/10.1016/j.sbspro.2013.10.424

Mitrovic, A. (1998). Learning SQL with a computerized tutor. ACM SIGCSE Bulletin, 30(1), 307-311. https://doi.org/10.1145/274790.274318

Mitrovic, A. (2003). An intelligent SQL tutor on the web. International Journal of Artificial Intelligence in Education, 13(2-4), 173-197.

Sadiq, S., Orlowska, M., Sadiq, W., & Lin, J. (2004). SQLator: an online SQL learning workbench. Dans Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 36(3), 223-227. https://doi.org/10.1145/1007996.1008055

Sulisworo, D., Sulistyo, E. N., & Akhsan, R. N. (2017). The motivation impact of open educational resources utilization on physics learning using Quipper school app. Turkish Online Journal of Distance Education, 18(4), 120-128. https://files.eric.ed.gov/fulltext/EJ1161803.pdf

Turel, Y. K., & Sanal, S. O. (2018). The effects of an ARCS based e-book on student’s achievement, motivation and anxiety. Computers & Education, 127, 130-140. https://doi.org/10.1016/j.compedu.2018.08.006

Viau, R. (1994). La motivation en contexte scolaire. Québec : Éditions du Renouveau Pédagogique.

Viau, R. (2004). La motivation : condition au plaisir d’apprendre et d’enseigner en contexte scolaire. 3e congrès des chercheurs en éducation, Bruxelles, Belgique.

Zainal, H. H., Nordin, N. M., Hamid, S. S. A., Hassan, N. A., & Hashim, M. H. M. (2016). Technical students’ perceptions and motivations towards instructional courseware on construction technology course. International Journal of Vocational Education and Training Research, 2(1), 1-6. http://dx.doi.org/10.11648/j.ijvetr.20160201.11