Common Challenges in Coding Education
Book chapter > Chapter Other Book · 2025
Authors: Fırat Hayyam Sabuncu, Onur DÖNMEZ
Effective Coding Skill Development in Education, Chapter Other Book, International, 2025, pp 73-110, ,
DOI: 10.4018/979-8-3373-2660-3.ch003
Summary
This section analyzes coding education challenges through Cognitive Load Theory (CLT), which identifies working memory limitations in processing complex coding concepts. We examine three load types: intrinsic (task complexity), extraneous (poor instructional design), and germane (schema construction). CLT-based solutions include sequenced instruction, worked examples, and multimodal learning to optimize cognitive load distribution. Findings demonstrate these strategies improve knowledge retention and problem-solving transfer. The research highlights educators' role as cognitive designers and emphasizes adaptive scaffolding for diverse learners. By implementing CLT principles, coding education can become more effective and inclusive while reducing cognitive overload.