The Effect of Prior Programming Knowledge on Memory Efficiency When Learning a New Language

Abstract

Learning computer programming is a demanding cognitive task that requires a number of competencies. Students with limited problem-solving skills or prior programming knowledge find it challenging to understand the abstract concepts involved.

While much research has investigated how cognitive load affects learning, few studies have investigated the cognitive load in memory associated with programming tasks using electroencephalograms. This research uses the EEG data, modelled in the NeuCube spiking neural network architecture, to analyse the memory efficiency in two groups of students, with and without prior programming knowledge, when learning a new language. Based on the quantitative analysis of brain neuronal connectivity captured in the NeuCube models, it is concluded that prior programming knowledge results in less cognitive load, meaning more efficient memory use. Findings and results of empirical data analysis in this study can inform educators to develop strategies and design personalised learning interventions based on the student’s prior knowledge.