ArticleFrontiers in psychology2022
Effect of semantic distance on learning structured query language: An empirical study.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Students of database courses usually encounter difficulties in learning structured query language (SQL). Numerous studies have been conducted to improve how students learn SQL. However, learning SQL remains difficult. This study analyzed the difficulties in learning SQL from the viewpoint of semantic distance by using semantic network theory. An experiment involving a database course was performed to assess the influence of semantic distance on learners' understanding of SQL. The participants were requested to perform a query-writing task at the end of the course to investigate their understanding of SQL. The data analysis results indicated that the participants developed a better understanding of the formulation-to-planning transformation than the planning-to-coding transformation. This implies that the semantic distance of the planning-to-coding transformation is greater than that of the formulation-to-planning transformation, and the semantic distance of the planning-to-coding transformation is attributable to the semantic transformation from natural language to SQL, which are two essentially different languages and belong to different knowledge categories. Accordingly, this study concludes that SQL learning difficulties can mainly be ascribed to the planning-to-coding transformation because the large semantic distance. The findings suggest that SQL instructions should emphasize the semantic mapping of the planning-to-coding transformation by incorporating materials related to the transformation and should shorten the semantic distance involved in learning SQL. These two principles can be used to evaluate the effectiveness of SQL teaching methods in assisting SQL learning, and motivate researchers to develop more effective teaching methods from the viewpoint of semantic distance.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.