A study to assess the effect of programming language on student comprehension of source code is presented, comparing the languages of C++ and Python in two task categories: overview and find bug tasks. Eye gazes are tracked while thirty-eight students complete tasks and answer questions. Results indicate no significant difference in accuracy or time, however there is a significant difference reported on the rate at which students look at buggy lines of code. These results start to provide some direction as to the effect programming language might have in introductory programming classes.
Bloomsbury Design Library (BDL) provides information, much of it scholarly, on art, artists, and architecture from 1500 BCE to the present. It offers access to books published by Bloomsbury Publishing, and also information about certain museums and their exhibits and some images of
items in these collections. The site also offers tools for educators, such as lesson plans and bibliographic guides. The site has a clear layout that is consistent across most pages and the content seems to be abundant. However, on closer inspection the content is less robust than it appears;
it is repeated in various forms throughout the website. On the plus side, this makes things more discoverable; for example, someone looking for Southern African design can find it more easily in the “place” category than by searching through the entire Bloomsbury Encyclopedia of
Design. On the downside, the redundancy makes it difficult to remember where one is on the site, as the same thing can be seen multiple times and there is sometimes a lack of sufficient breadcrumbs to show users how they got to a particular page. In addition, some of the topics have only one
to three items on their pages. Though it is valuable to have access to entire scholarly books such as the abovementioned encyclopedia and the overall design of the website is clear and pleasing, the lack of varied content and the insufficient use of breadcrumbs keep BDL from reaching its full
potential.
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