CodeMage: Educational programming environment for beginners

Whittall, S. J.; Prashandi, W. A. C.; Himasha, G. L. S.; Silva, D. I. De; Suriyawansa, T. K.

doi:10.1109/kst.2017.7886101

Cited by 8 publications

(11 citation statements)

References 13 publications

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“…Here are some of the environments and editors that have been reported, categorised by the languages they support: [375], unnamed systems [168,452] C++: CLIP [392] Habanero Java: DrHJ [498] Haskell: Helium [254] Java: ALE [54] (Java-based platform for developing 2-D Android games), BlueJ [342], COALA [311], CodeMage [705], Decaf [58], DrJava Eclipse Plug-in [545], ELP [668], Gild [643], JGrasp [443], Jigsaw [100], Penumbra [457] Jeroo: Jeroo [571] Karel++: objectKarel [718] Pascal: VIPER [3] Python: CodeSkulptor [653], PyBlocks [516], Pythy [188] Multiple Languages: AgentSheets [121], Calico [79], Code-Lab [50], CloudCoder [491] The vast array of environments used with introductory programming courses includes command-line compilers, industry-grade IDEs, and pedagogical environments specifically intended for learning. Some of the pedagogical environments work with mainstream languages while others are designed to work with teaching languages.…”

Section: Toolsmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

346

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Toolsmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

346

127

View full text Add to dashboard Cite

show abstract

“…While this is necessary for effective data retrieval, the fact that indexes start with zero is particularly confusing for those just starting to program [28]. Whittall et al [29] argue that programs like Scratch exacerbates this confusion by indexing the first element of the array as one instead of zero.…”

Section: A Issues Faced When Learning Computer Programmingmentioning

confidence: 99%

“…Consequently, programming is perceived by many as an intimidating and difficult task [29]. This can be due to the way computer programmers are portrayed in the media, in which they are categorised as "nerdy" and "geeky" which corresponds to being intelligent [30].…”

Section: A Issues Faced When Learning Computer Programmingmentioning

confidence: 99%

“…This is to highlight that variables can only store one instead of 2 values, which is a common misconception that students have [22], [23], [24]. Another common misconception highlighted in the developed VR experience are the starting index for both list and 2D arrays, which is commonly regarded as 1 instead of 0 [28], [29]. Hence, this module also addresses the gaps from existing works, where misconceptions have never been addressed in VR (Table 1).…”

Section: B Mitigating Misconceptions Of Programming Conceptsmentioning

confidence: 99%

“…The fourth section consists of questions that are related to common misconceptions. Specifically, these questions are related to the misconception that variables can store more than one value, as supported by by Sleeman et al [22], Doukakis et al [23] and a recent study by Swidan et al [24] and that the first element of an array is indexed as 1, as supported by Whittall et al [29]. Questions in this section require a true or false answer which is 1 point, as well as an explanation on why the statement is either true or false for another point.…”

Section: Evaluation Of Performancementioning

confidence: 99%

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iProgVR: Design of a Virtual Reality Environment to Improve Introductory Programming Learning

2022

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Currently, there are a plethora of solutions developed to help students learn the basics of programming. However, there is a relative paucity of solutions that cater to problems students face when learning programming that is mainly caused by the abstract nature of programming, misconceptions of programming concepts, and lack of motivation. Hence, in this study, a framework to address the abstract nature of programming and common programming misconceptions is developed. The framework consists of three modules that correspond to each issue, powered by a simulation engine. The first module is developed to address the abstract nature of programming by representing programming concepts with concrete objects in the virtual environment. The second module employs simulation techniques such as interactions and player perspectives to address common programming misconceptions. Lastly, the third module employs elements in the virtual environment to engage students when learning through the system. To evaluate the system, 60 participants were randomly divided into the control group (N=30) and the experimental group (N=30). Participants in the control group were taught using a video lecture while participants in the experimental group were taught using the developed intervention. Evaluation results gathered quantitatively indicated that the VR intervention was able to significantly increase programming concepts comprehension and address common programming misconceptions. Participants also rated the developed VR intervention to be significantly more engaging than the video lecture.

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