Although computing students may enjoy when their instructors teach using analogies, it is unknown to what extent these analogies are useful for their learning. This study examines the value of analogies when used to introduce three introductory computing topics. The value of these analogies may be evident during the teaching process itself (short term), in subsequent exams (long term), or in students' ability to apply their understanding to related non-technical areas (transfer). Comparing results between an experimental group (analogy) and control group (no analogy), we find potential value for analogies in short term learning. However, no solid evidence was found to support analogies as valuable for students in the long term or for knowledge transfer. Specific demographic groups were examined and promising preliminary findings are presented.
['Yingjun Cao', 'Leo Porter', 'Daniel Zingaro']
Examining the Value of Analogies in Introductory Computing