  CONTRIBUTION: This paper presents an empirical study of an introductory-level
programming course with students using multiple monitors and compares their
performance and self-reported experiences versus students using a single
monitor. BACKGROUND: Professional-level programming in many technological
fields often employs multiple-monitors stations, however, some education
laboratories employ single-monitor stations. This is unrepresentative of what
students will encounter in practice and experiential learning. RESEARCH
QUESTIONS: This study aims to answer three research questions. The questions
include discovering the experiential observations of the students, contrasting
the performance of the students using one monitor versus those using two
monitors, and an investigation of the ways in which multiple monitors were
employed by the students. METHODOLOGY: Half of the students in the study had
access to multiple monitors. This was the only difference between the two study
groups. This study contrasts grade medians and conducts median-test evaluation.
Additionally, an experience survey facilitated likert-scale values and
open-ended feedback questions facilitated textual analysis. Limitations of the
study include the small sample size (86 students) and lack of control of
participant composition. FINDINGS: Students reacted very favorably in rating
their experience using the intervention. Overall, the multiple-monitor group
had a slight performance improvement. Most improvement was in software-design
and graphics assignments. Performance increased statistically significantly on
the interfaces-and-hierarchies labs. Students used multiple-monitors in
different ways including reference guides, assignment specifications, and more.
