Monitor++?: Multiple versus Single Laboratory Monitors in Early Programming Education

TL;DR

This empirical study investigates the impact of using multiple monitors versus a single monitor in early programming education, finding slight performance improvements and positive student experiences with multiple monitors.

Contribution

It provides experimental evidence on the effects of multiple monitors in introductory programming courses, highlighting performance and experiential differences.

Findings

Students rated their experience more favorably with multiple monitors.

Performance improved slightly with multiple monitors, especially in specific assignments.

Students used multiple monitors for references, specifications, and multitasking.

Abstract

CONTRIBUTION: This paper presents an empirical study of an introductory-level programming course with students using multiple monitors and compares their performance and self-reported experiences versus students using a single monitor. BACKGROUND: Professional-level programming in many technological fields often employs multiple-monitors stations, however, some education laboratories employ single-monitor stations. This is unrepresentative of what students will encounter in practice and experiential learning. RESEARCH QUESTIONS: This study aims to answer three research questions. The questions include discovering the experiential observations of the students, contrasting the performance of the students using one monitor versus those using two monitors, and an investigation of the ways in which multiple monitors were employed by the students. METHODOLOGY: Half of the students in the study had access to multiple monitors. This was the only difference between the two study groups. This study contrasts grade medians and conducts median-test evaluation. Additionally, an experience survey facilitated likert-scale values and open-ended feedback questions facilitated textual analysis. Limitations of the study include the small sample size (86 students) and lack of control of participant composition. FINDINGS: Students reacted very favorably in rating their experience using the intervention. Overall, the multiple-monitor group had a slight performance improvement. Most improvement was in software-design and graphics assignments. Performance increased statistically significantly on the interfaces-and-hierarchies labs. Students used multiple-monitors in different ways including reference guides, assignment specifications, and more.