Developing pedagogical discourse for effective simulation-based lessons in programming

In this study, we explored pedagogical aspects of simulation-based programming lessons using the lens of students’ and instructors’ perceptions. We followed a qualitative approach using focus groups and semi-structured interviews with the students and instructors of a British university. Findings suggest a number of pedagogical guidelines including measuring prior knowledge of learners, varying instructional approaches, and addressing student learning preferences in pedagogical designs, amongst others. A key contribution of this study has been a rich pedagogical discourse containing effective simulation-based practices transferable among disciplines that can use simulation for learning and teaching