Keywords
collaborative coding annotation
programming education environments
technology-enhanced collaborative learning
inquiry-driven programming instruction
How to Cite
Abstract
The growing complexity of computer programming education has intensified the need for digital learning environments that support not only technical proficiency but also collaborative inquiry, reflective practice, and deeper conceptual development. In response to this demand, the present study designed, implemented, and empirically evaluated a ubiquitous inquiry-based learning environment integrated with a collaborative digital coding annotation system, known as UILA-CDCAS. The platform was developed to embed inquiry processes directly into authentic programming tasks. It enables learners to annotate code segments, exchange targeted peer feedback, pose context-specific questions, and engage in real-time collaborative problem-solving across both classroom and distributed learning contexts. This study aims to evaluate the system's effectiveness in improving programming learning outcomes and learner engagement. A quasi-experimental study was conducted with 50 first-year university students. Analysis of covariance was used to control for differences in prior knowledge. The findings demonstrate that students in the experimental condition achieved significantly higher learning gains in programming proficiency and conceptual understanding. In addition, collaborative interaction analytics and learner perception measures revealed heightened engagement and sustained motivation. They also indicated increased peer-supported knowledge construction and more substantive reflective learning practices associated with code annotation activities. Collectively, these results highlight the pedagogical and technological value of integrating collaborative coding annotation into ubiquitous inquiry-based learning designs. They also provide empirical and design-oriented insights for the design of digital platforms that support programming education and technology-enhanced learning.
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