Dialogue alongside or within lecturing videos for teaching debugging

Debugging is a crucial skill in programming education, yet it remains a significant challenge for both learners and educators. Despite the known benefits of tutoring-style videos in various educational contexts, their impact on teaching debugging has been underexplored. This research seeks to understand the effectiveness of tutoring-style videos along with online discussions in enhancing undergraduate student learning in debugging tasks. Our findings highlight a complex interplay between emotional engagement and learning outcomes in the context of tutoring-style videos in teaching debugging. Despite the experimental group's higher engagement, it was the control group that excelled in learning outcomes and the quality of online discussions. Implications of using tutoring-style videos for emotional support with traditional video strategies focused on cognitive challenges and achievement were discussed.