EFFECTS OF MACHINE-LEARNING PROGRAMMING SIMULATOR ON PERFORMANCE, ENGAGEMENT AND PERCEIVED MOTIVATION OF UNIVERSITY STUDENTS IN LEARNING PROGRAMMING

Aug 5, 2026

This thesis examines how a machine-learning programming simulator influences university students’ learning outcomes, focusing on performance, engagement, and perceived motivation. The study situates the simulator within relevant learning theories and design models, including multimedia learning and constructivist approaches, while also considering factors related to programming anxiety. The research reviews key constructs such as engagement and perceived motivation and uses established educational frameworks to interpret learning effects. The work supports clearer understanding of how persuasive and adaptive elements can shape students’ programming experience and outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

ACKNOWLEDGEMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRAK

ABSTRACT

CHAPTER 1 INTRODUCTION

Overview

Background of Study

Problem Statement

Preliminary Study

Research Objective

Research Question

Hypotheses

Significance of The Study

Research Framework

Theoretical Framework

Limitations

Operational Definitions

CHAPTER 2 LITERATURE REVIEW

Introduction

Performance

Engagement

Perceived Motivation

Anxiety in Programming

Constructivist in Teaching and Learning Programming

Problem Based Learning

Persuasive Technology

Principles of Persuasive Technology

Persuasive Technology in Education

Persuasive Technology as a Tools

Learning Theories and Design Model

Cognitive Theory of Multimedia Learning (CTML)

Multimedia Learning Principles

Machine-learning

Programming Simulator

Summary

EFFECTS OF MACHINE-LEARNING PROGRAMMING SIMULATOR ON PERFORMANCE, ENGAGEMENT AND PERCEIVED MOTIVATION OF UNIVERSITY STUDENTS IN LEARNING PROGRAMMING PUTRI TANSA TRISNA ASTONO UNIVERSITI SAINS MALAYSIA EFFECTS OF MACHINE-LEARNING PROGRAMMING SIMULATOR ON PERFORMANCE, ENGAGEMENT AND PERCEIVED MOTIVATION OF UNIVERSITY STUDENTS IN LEARNING PROGRAMMING by PUTRI TANSA TRISNA ASTONO Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy August 2024 ACKNOWLEDGEMENT I would like to express my gratitude to Allah SWT, the Most Gracious, the Most Merciful, who has given me the opportunity to obtain a doctorate degree, and given me the courage, fortitude and determination to undertake this difficult and protracted journey. My deepest gratitude goes to my supervisors, Professor Dr. Wan Ahmad Jaafar Wan Yahaya, Dr. Nur Azlina and Professor Dr. Sriadhi for their unwavering guidance, tolerance, inspiration, and vast knowledge. I was able to finish the study and write this thesis thanks to his insightful advice. In addition to my supervisor, my family, particularly my parents Lili Astono and Ida Royani, my brother and my sister Geniung and Rastra, and also my loyal supporter Hanapi Hasan deserve my sincere appreciation. They have been a pillar of support and a place of refuge as I complete my doctorate. I would also like to thank Universitas Negeri Medan for always supporting me to do this research. Last but not least, I would like to thank everyone who helped me on this journey. I would not have been able to do this without all of you. TABLE OF CONTENTS ACKNOWLEDGEMENT ........................................................................................ ii TABLE OF CONTENTS ......................................................................................... iii LIST OF TABLES .................................................................................................. viii LIST OF FIGURES .................................................................................................. xi LIST OF APPENDICES ........................................................................................ xiii ABSTRAK ............................................................................................................... xiv ABSTRACT............................................................................................................. xvi CHAPTER 1 INTRODUCTION ..........................................................................1 1.1 Overview ........................................................................................................ 1 1.2 Background of Study ......................................................................................2 1.3 Problem Statement..........................................................................................9 1.3.1 Preliminary Study ........................................................................... 13 1.4 Research Objective ....................................................................................... 16 1.5 Research Question ........................................................................................ 16 1.6 Hypotheses.................................................................................................... 17 1.7 Significance of The Study ............................................................................ 18 1.8 Research Framework .................................................................................... 19 1.9 Theoretical Framework.................................................................................21 1.10 Limitations ....................................................................................................24 1.11 Operational Definitions ................................................................................25 CHAPTER 2 LITERATURE REVIEW......................................

FAQs

What variables does the thesis evaluate regarding learning programming?

The thesis evaluates students’ performance, engagement, and perceived motivation while learning programming using a machine-learning programming simulator.

Which broader learning theories are discussed in the literature review?

The literature review includes cognitive theory of multimedia learning (CTML), multimedia learning principles, constructivist teaching and learning, and learning design models.

How does the study connect persuasive technology to programming learning?

The thesis reviews persuasive technology principles (such as similarity, suggestion, and tailoring) and discusses persuasive technology in education as well as its role as a tool that can affect learning experience.

Aug 5, 2026

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