MoLeCoP: Mobile Learning for Computer Programming to Improve the Learning Experience of Female Students in Saudi Arabia

Abstract

There has been a lack of research on improving the performance of Saudi female students in computer programming subjects through the use of mobile learning. The main objective of this research is to explore the attitudes and factors that affect the use of mobile devices by female students and lecturers in the learning and teaching of computer programming at Al-Jouf University in Saudi Arabia. This thesis used three phases of study and a mixed-method approach. The first phase investigated the perceptions of the lecturers about the mobile-based learning and teaching approach in a computer programming subject. In conjunction with the findings, a framework called MoLeCoP is proposed. Underlying the proposed MoLeCoP framework are the technology acceptance model and the seven principles of constructivism learning theory. The second phase of the study conducted experiments using ViLLE, followed by the application of an intervention. The attitudes of female computer programming students toward mobile learning were assessed based on the MoLeCoP framework factors using pre-experimental and post-experimental surveys. The third phase evaluated and analysed the effectiveness and validity of the proposed MoLeCoP framework in relation to the performance of female students in their subject of computer programming. This research reveals that the four MoLeCoP factors of promoting engagement in the learning system, enhancing the learning experience of students, ensuring positive perceived usefulness and helping to understand learner behaviour are all statistically significant in improving the perceptions of female students about mobile learning in computer programming. The research also highlights the cultural barriers that women face while studying computer programming in Saudi Arabia and potential solutions.

The positive result of mobile learning in the computer programming subject studied in the thesis demonstrates that the proposed MoLeCoP framework is applicable to teaching female programming students and can help their learning experience and academic achievements.