Treffer: Bridging Concrete to Idealized: Integrating Hands-on Movements and Multiple External Representations in Programming Instructional Videos.

AbstractAlthough programming education often emphasizes abstract syntax and logical structures, students struggle to connect abstract concepts with concrete experiences. Integrating embodied actions like hands-on movements and multiple external representations (MERs) may bridge this gap and enhance understanding. This study examined how different MER sequences influence high school students’ learning. Ninety-seven students viewed one of three videos: idealized code-only (control), simultaneous representations of hands-on movements with diagrams, or a sequential concreteness fading progression from hands-on movements to diagrams to code. Results indicated that the sequential group learned better and experienced reduced psychological distance to content. The simultaneous group reported lower intrinsic cognitive load, while both hands-on conditions enhanced immersion and recommendation intention compared with the control. Mediation analyses showed that cognitive load mediated learning performance, whereas affective factors mediated recommendation intention. These findings underscore the value of structured, concrete-to-idealized sequences with embodied actions in promoting both cognitive and affective learning outcomes. [ABSTRACT FROM AUTHOR]