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| Abstract : Universiti Pendidikan Sultan Idris | 
| The objectives of this study were to design and develop visualised worked examples for introductory 
programming at tertiary level, evaluate their effectiveness compared to subgoal labelled worked 
examples, explore students’ engagements with visualised worked examples, and explore students’ 
preferences and perceptions of the two types of worked examples. Quasi-experiment was conducted 
with 87, 79, and 78 students in three sessions in an introductory programming course in a 
foundation programme at a university  in  Selangor.  Test  data  were  collected  and  analysed  
using  analysis  of covariance  and  chi  square  tests.  Students’  engagements  with  visualised  
worked examples   were   observed   and   analysed   qualitatively.   Another   intervention   was 
conducted with 38 students in undergraduate programmes from the same university, who  were  
presented  both  types  of  worked  examples.  Questionnaire  data  were collected  and  analysed  
quantitatively  and  qualitatively.  The  findings  of  this  study showed   no   significant   
differences   in   effectiveness   for   knowledge   and   skill development  but,  for  
programming  language  and  patterns  knowledge  development, pattern applications were 
significantly associated with type of worked examples (χ²(2)
= 16.48, p < .001; χ²(2) = 11.18, p = .004; χ²(1) = 5.07, p = .024). Also, students were
engaged  with  visualised  worked  examples.  Additionally,  73.7%  of  the  students preferred 
visualised worked examples and students perceived that visualised worked examples supported their 
understanding in various aspects. The conclusion was that visualised worked examples were able to 
significantly reduce the likelihood of wrong or omitted program statements in students’ pattern 
applications. Also, students were engaged   with   visualised   worked   examples   behaviourally,  
 and   by   implication, cognitively. In addition, visualised worked examples were preferred by 
more students with positive perceptions. The implications were that this study extended research on 
worked example design, employing concepts of attention cueing and learner control, for  programming 
 education  and  provided  empirical  evidence  of  worked  examples
usage for programming education practice. | 
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