Programming Tutoring Systems and Motivation Assessment Model
Writing computer programs is a challenging feat for most undergraduate students although it is one of the core subjects that they are expected to master. Due to the rapid increase in the use of computers and Internet in education a large number of Programming Tutoring Systems have been
developed to reduce the obstacles to programming. Motivation has been shown to be one of the most important issues for student success in learning. Yet, most of these Programming Tutoring Systems do not take into consideration motivation as a factor in their system. Hence more research is
needed in this area. This paper presents a review of previous research on motivation assessment models in eLearning environment. These models can be integrated into Programming Tutoring Systems to assess student motivation in learning programming.
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Motivation Assessment Model;
Programing Tutoring System;
Document Type: Research Article
Department of Computing, Faculty of Science and Technology, Nilai University, Nilai, Negeri Sembilan, Malaysia
Advanced Informatics School, Universiti Teknologi Malaysia Kuala Lumpur, Jalan Sultan Yahya Petra, 54100, Kuala Lumpur, Malaysia
Publication date: April 1, 2017
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ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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