Evaluations of JaguarCode: A web-based object-oriented programming environment with static and dynamic visualization

Ranking of problems and solutions in the teaching and learning of object-oriented programming

“…The students present difficulties when adopting the object-oriented paradigm, because their initial formative process is generally based on purely structural programming. The modular nature of the object-oriented paradigm is conceived as a challenge for educators, since in this process it is common for students to assimilate erroneous conceptions and to present problems in understanding and implementing object-oriented standards (Abbasi et al, 2017 ; Anniroot & de Villiers, 2012 ; Arif, 2000 ; Barr et al, 1999 ; Benander et al, 2004 ; Black et al, 2013 ; Cetin, 2013 ; Dale, 2006 ; Fedorowicz & Villeneuve, 1999 ; García Perez-Schofield et al, 2008 ; Hadar, 2013 ; Hosanee & Panchoo, 2015 ; Hubwieser & Mühling, 2011 ; Hundley, 2008 ; Jordine et al, 2015 ; Tahat, 2014 ; Karahasanović et al, 2007 ; Kunkle & Allen, 2016 ; Lewis et al, 2004 ; Mazaitis, 1993 ; Moussa et al, 2016 ; Nelson et al, 1997 ; Pei et al, 2010 ; Rajashekharaiah et al, 2016 ; Sajaniemi et al, 2007 ; Sanders et al, 2008 ; Seng & Yatim, 2014 ; Sheetz, 2002 ; Sheetz et al, 1997 ; Sien, 2011 ; Sien & Chong, 2011 ; Streib & Soma, 2010 ; Tan et al, 2014 ; Tegarden & Sheetz, 2001 ; Thomasson et al, 2006 ; Turner et al, 2010 ; Xinogalos, 2015 ; J. Yang et al, 2018 ; Zhang et al, 2018 ). Difficulty in understanding object-oriented relationships (D05).…”

“…This problem is specified as the difficulty that students present with the use of debugging, navigation, testing and documentation tools. The change in technologies, paradigms and languages makes the learning process even more difficult (Barr et al, 1999 ; Benander et al, 2004 ; Bishop-Clark, 1995 ; García Perez-Schofield et al, 2008 ; Jiang et al, 2004 ; Jordine et al, 2015 ; Karahasanović et al, 2007 , Kiss, 2013 , Mazaitis, 1993 , Moons & De Backer, 2009 , Moons & De Backer, 2013 ; Nelson et al, 1997 ; Radenski, 2006 ; Rajashekharaiah et al, 2016 ; Sheetz, 2002 ; Sheetz et al, 1997 ; Tegarden & Sheetz, 2001 ; Thomasson et al, 2006 ; J. Yang et al, 2018 ; T.-C. Yang et al, 2015 ; Zainal et al, 2012 ; X. Zhang et al, 2018 ). Difficulty in teaching and understanding general programming topics (D09).…”

“…This solution is described as an emerging proposal where virtualization, animation, online sessions and more channels that support knowledge transfer are used. Additionally, it is emphasized on the use of game-related tools and more suitable languages for teaching (Abbasi et al, 2017 ; Govender, 2009 ; Jordine et al, 2015 ; Kiss, 2013 ; Mazaitis, 1993 ; Moons & De Backer, 2009 ; Moons & De Backer, 2013 ; Olsson & Mozelius, 2015 ; Radenski, 2006 ; Sajaniemi et al, 2007 ; Seng & Yatim, 2014 ; Sheetz et al, 1997 ; Tan et al, 2014 ; J. Yang et al, 2018 ; T.-C. Yang et al, 2015 ). Emphasize basic programming concepts and introduce the object-oriented paradigm at an early point in the curriculum (S02).…”

“… Make use of UML diagrams, design patterns and simplified methodologies (S03). The use of the unified modeling language helps the students visualize and formulate programming concepts (Hundley, 2008 ; Jiang et al, 2004 ; Moons & De Backer, 2013 ; Sheetz et al, 1997 ; J. Yang et al, 2018 ). Minimize aspects of the problem mastery, while learning object-oriented fundamentals (S04).…”

“…This problem is referred as the students' conception of the term object as a simple record of a database. The students do not understand the aspect of behavior and variation as a function of the object's state (Hadar, 2013;Jordine et al, 2015;Karahasanović et al, 2007;Moons & De Backer, 2009;Moussa et al, 2016;Olsson & Mozelius, 2015;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Sheetz, 2002;Sheetz et al, 1997;Sien & Chong, 2011;Tegarden & Sheetz, 2001;Thomasson et al, 2006;Xinogalos, 2015;Yang et al, 2018). Difficulties related to understanding classes (D02).…”