Integrating New Technologies and Existing Tools to Promote Programming Learning

Abstract

In recent years, many tools have been proposed to reduce programming learning difficulties felt by many students. Our group has contributed to this effort through the development of several tools, such as VIP, SICAS, OOP-Anim, SICAS-COL and H-SICAS. Even though we had some positive results, the utilization of these tools doesn’t seem to significantly reduce weaker student’s difficulties. These students need stronger support to motivate them to get engaged in learning activities, inside and outside classroom. Nowadays, many technologies are available to create contexts that may help to accomplish this goal. We consider that a promising path goes through the integration of solutions. In this paper we analyze the features, strengths and weaknesses of the tools developed by our group. Based on these considerations we present a new environment, integrating different types of pedagogical approaches, resources, tools and technologies for programming learning support. With this environment, currently under development, it will be possible to review contents and lessons, based on video and screen captures. The support for collaborative tasks is another key point to improve and stimulate different models of teamwork. The platform will also allow the creation of various alternative models (learning objects) for the same subject, enabling personalized learning paths adapted to each student knowledge level, needs and preferential learning styles. The learning sequences will work as a study organizer, following a suitable taxonomy, according to student’s cognitive skills. Although the main goal of this environment is to support students with more difficulties, it will provide a set of resources supporting the learning of more advanced topics. Software engineering techniques and representations, object orientation and event programming are features that will be available in order to promote the learning progress of students

Using flowchart-based programming environments for simplifying programming and software engineering processes

“…Lines connecting the various components of the flowchart are automatically inserted. SICAS supports ( [25], [26]): numeric and alphanumeric variables and arrays; assignment; input and output; selection; repetition; and functions, including recursive ones.…”

“…SICAS (a Portuguese acronym for Interactive System for Algorithm Development and Simulation) intends to support problem solving activities based on constructivist theories [26].…”

Computer-supported Techniques to Increase Students Engagement in Programming

“…In this context, there are several tools that try to introduce basic programming concepts through a familiar and pleasant environment in order to help students on learning to program. The following list shows some of the most well-known tools: BALSA (Saraiya, 2002), TANGO (Hughes and Buckley, 2004), Jeliot (Silva et al, 2009), Alma (Pereira and Henriques, 1999), SICAS (Mendes et al, 2004), OOP-Anim (Santos et al, 2010) (Esteves and Mendes, 2003), VILLE (Rajala et al, 2007), JIVE (Lessa et al, 2011). All of these tools are concerned with visualization or animation of programs written in traditional programming languages (C, Java, etc.…”

A Framework for Learning Programming Using TQM

“…This variety tools are important to motivate people by reduces teacher workload. According to [8], it is almost impossible for teachers to perform lecture due to big class sizes Previous research from [20] to improve student interest in software engineering learning using game development framework faced with some limitations. It including that approach available in lab and not at classroom, took a lot of time getting know C#, need more technical support and too little on software architecture (too much on C#, XNA and games).…”

“…Also, it was found that three reasons for difficulties of first year programming students are lack of experience in problem solving skills, difficult to imagine abstract terms in programming and difficult to turn the pseudo-code into a syntactically correct computer program [40]. [8] Mentioned that contribution to minimize some of limitation from the class size and students heterogeneity in knowledge and pace should be taken by using suitable tools.…”