Blue—a language for teaching object-oriented programming

Kölling, Michael; RosenbergJohn,

doi:10.1145/236462.236537

Cited by 18 publications

(13 citation statements)

References 12 publications

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“…Common characteristics of novice programmers include their focus on surface knowledge of programs and their "line-by-line" approach to programming. In addition, novices have been observed to spend little time in planning or testing code and, when necessary, tend to correct their programs with small local fixes rather than thoroughly reformulating programs (Kölling & Rosenberg, 1996;Robins, Tountree, & Rountree, 2003). The knowledge of novices tends to be context-specific rather than general (Kessler & Anderson, 1989), and they also often fail to correctly apply the knowledge they have obtained.…”

Section: Learning Programmingmentioning

confidence: 99%

“…The knowledge of novices tends to be context-specific rather than general (Kessler & Anderson, 1989), and they also often fail to correctly apply the knowledge they have obtained. In fact, an average student does not usually make much progress in an introductory programming course due to their serious deficiencies (Kölling & Rosenberg, 1996;McCracken, Almstrum, Diaz, Guzdial, Hagan, Kolikant, et al, 2001). In another study by Perkins, Hancock, Hobbs, Martin, and Simmons (1989), three kinds of programming students were identified: stoppers, movers, and extreme movers.…”

Section: Learning Programmingmentioning

confidence: 99%

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The Effect of Teaching Methods and Learning Style on Learning Program Design in Web-Based Education Systems

Hung

2012

Journal of Educational Computing Research

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The instructional value of web-based education systems has been an important area of research in information systems education. This study investigates the effect of various teaching methods on program design learning for students with specific learning styles in web-based education systems. The study takes first-year Computer Science and Information Engineering majors as the sample population. In an earlier study (Hung & Huang, 2008), Bayesian Network analysis of experimental data showed that students with "Inputoriented" and "Perception-oriented" learning styles performed less well on program design tests. Following on these results, this study further analyzes student learning performance in the program design course with a focus on the relationship between teaching methods and learning styles. Students are divided into experimental groups and a control group. The subjects' learning performances are analyzed with the bi-factor variable analysis in SPSS. The results indicate that (a) in learning program design, input-oriented students taught with the diagram method exhibit significantly better learning performance than those using other teaching methods; and (b) in learning program design, perception-oriented students taught with the analogy method exhibit significantly better learning performance than those using other teaching methods.

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Section: Learning Programmingmentioning

confidence: 99%

Section: Learning Programmingmentioning

confidence: 99%

The Effect of Teaching Methods and Learning Style on Learning Program Design in Web-Based Education Systems

Hung

2012

Journal of Educational Computing Research

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“…To alleviate the problems faced by novice programmers, several approaches have been explored, mostly from an educational point of view. One common idea is that of developing pedagogic environments that simplify some tasks, usually with visual interactive interfaces on top of existing languages, such as in BlueJ [20][21][22] or Alice [23,24], based on Java. The visual component of these tools aims at facilitating object-oriented programming by making students interact more directly with "objects".…”

Section: Ameliorating and Analyzing The Problemmentioning

confidence: 99%

On Compiler Error Messages: What TheySayand What TheyMean

Traver

2010

Advances in Human-Computer Interaction

101

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Programmers often encounter cryptic compiler error messages that are difficult to understand and thus difficult to resolve. Unfortunately, most related disciplines, including compiler technology, have not paid much attention to this important aspect that affects programmers significantly, apparently because it is felt that programmers should adapt to compilers. In this article, however, this problem is studied from the perspective of the discipline of human-computer interaction to gain insight into why compiler errors messages make the work of programmers more difficult, and how this situation can be alleviated. Additionally, because poorly designed error messages affect novice programmers more adversely, the problems faced by computer science students while learning to program are analyzed, and the obstacles originated by compilers are identified. Examples of actual compiler error messages are provided and carefully commented. Finally, some possible measures that can be taken are outlined, and some principles for compiler error message design are included.

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“…The tools described have been developed as a part of a larger project known as Blue [1]. Blue is both an object-oriented programming language [2] and a program development environment [3] and has been specifically designed for teaching programming to first year students.…”

Section: Proceedings Of 28th Sigcse Technical Symposium On Computer Smentioning

confidence: 99%

“…n := aPerson.addChildren (2) Note that methods may have multiple return parameters listed after the "->" symbol. These are accessed using a multiple assignment notation, e.g.…”

Section: The Blue Language and Environmentmentioning

confidence: 99%