Pearson examined the use of Revel in relation to learner outcomes like achievement and completion for Introduction to Java Programming by Y. Daniel Liang.
Pearson conducted a correlational study with 114 students taking an introductory computer science course between the Spring 2018 and Fall 2019 semesters at the University of North Carolina at Greensboro (UNCG). The study analyzed:
- students’ performance, persistence, and gains on Revel programming tasks (using data from Revel for Introduction to Java Programming) and
- students’ achievement (using data provided by UNCG).
It also explored implementation — that is, how Revel for Introduction to Java Programming was integrated into the course experience. The instructor assigned Revel tasks the weekend before lecture, answered questions during the lecture, and then assigned the next task to be due by the lab later in the week. Students were allowed to attempt these programming tasks unlimited times without penalties.
To answer questions about relationships between performance on Revel tasks and performance in the course, we used statistical models to connect students’ usage of Revel for Introduction to Java Programming, and their performance within it, to summative measures of achievement collected outside Revel. These models accounted for students’ prior achievement, their prior programming experience, the time they spent on reading and assessment tasks, their on-time completion of reading tasks, and demographic attributes where possible. Learn more about the research in these two reports: