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Related Experiment Videos

Using open-source solutions to teach computing skills for student research.

David W Allbritton1

  • 1Department of Psychology, DePaul University, Chicago, Illinois 60614, USA. dallbrit@depaul.edu

Behavior Research Methods, Instruments, & Computers : a Journal of the Psychonomic Society, Inc
|July 2, 2003
PubMed
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This course uses free, open-source software to teach computer programming and web development to psychology students. It highlights the benefits of open-source tools over commercial options for educational purposes.

Area of Science:

  • Computer Science Education
  • Psychology Technology Integration

Background:

  • Traditional computer programming and web development courses often rely on expensive commercial software.
  • Psychology students require foundational programming skills for data analysis and research.
  • Integrating accessible software is crucial for equitable STEM education.

Purpose of the Study:

  • To describe an introductory computer programming and web development course for psychology students.
  • To detail the rationale, content, learning objectives, and software used in the course.
  • To discuss the advantages of utilizing open-source software in this educational context.

Main Methods:

  • Curriculum development focused on open-source tools for programming and web development.
  • Implementation of the course for graduate and advanced undergraduate psychology students.

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  • Comparative analysis of open-source versus commercial software for educational applications.

    • Main Results:

    • Successful course delivery using exclusively open-source software.
    • Positive student engagement and learning outcomes in programming and web development.
    • Demonstrated cost-effectiveness and flexibility of open-source solutions.

    Conclusions:

    • Open-source software provides a viable and advantageous alternative to commercial options for teaching programming to psychology students.
    • This approach enhances accessibility and reduces financial barriers in STEM education.
    • The course model can be adapted for other disciplines requiring similar technical skills.