Kick-Start Activation to Novice Programming — A Visualization-Based Approach

Lahtinen, Essi; Ahoniemi, Tuukka

doi:10.1016/j.entcs.2008.12.056

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Beside object-oriented concepts, several papers report the use of visualisation tools in introductory programming for teaching topics such as recursion [22], sorting algorithms [670], roles of variables [10], and procedural programming concepts [8,524]. Lahtinen and Ahoniemi [354] use a visualisation tool and an algorithm design activity to introduce students to computer science on their first day in the introductory programming course, allowing students with no programming experience to experiment directly with different issues related to algorithms. Hundhausen and Brown [287] use a visualisation tool in a studio teaching method, with students working in pairs to design an algorithm for a problem and construct a visualisation for their algorithm.…”

Section: Pedagogical Techniquesmentioning

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: Pedagogical Techniquesmentioning

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

“…Visual learning, which involves learning based on analogy and abstraction, has successfully supported the teaching of programming (Miliszewska & Tan, 2007;Pears et al, 2007). Visual learning engages students more fully in the ideas presented and can make the learning experience stronger (Lahtinen & Ahoniemi, 2009). It can also increase the motivational aspects of a programming course while enabling an easier transition to more advanced tasks (Kasurinen et al, 2008;Nevalainen & Sajaniemi, 2006).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study

Major

Kyriacou

Brereton

2014

Computer Science Education

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This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a Systematic Review and exploratory research a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four ten-hour programming workshops. Twenty-three student participants (aged sixteen to eighteen) in addition to twenty-three pre-service, and three in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes and motivation as well as by analysing students' programming performance. Preand post-questionnaires, in-and postworkshop exercises and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.

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“…The average failure rate in the class is 30% to 50% [1]. There are different challenges related to a novice programming subject [2], [3], [4], [5]. The student would need to firstly, under-stand and analyse the problem.…”

Section: Introductionmentioning

confidence: 99%

Thinking in imperative or objects? A study on how novice programmer thinks when it comes to designing an application

Sim

Ying

2019

2019 IEEE International Conference on Engineering, Technology and Education (TALE)

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Novice programming is a challenging subject to teach and learn. However, programming is an essential skill that is required by many majors apart from Computer Science. The challenges in a novice programming subject change according to the programming language used. At the beginning of the 90s, the object-oriented programming was introduced. Detienne claimed that it is easier for programmers to program using the object-first approach as humans think naturally in objects. The IEEE and ACM joint task force on Computing Curriculum proposed two tracks of curriculum, one for imperative-first and the other for objectfirst implementation. However, most of the work conducted on novice programming focused on the issues of syntax errors, reducing the possibilities of syntax error through a new or adapted programming environment. This paper will present the preliminary work to investigate if students will naturally think in objects or a series of steps. Three intervention methods were implemented in three different workshops. The intervention methods are the object-first, the imperative-first and the problem-solving-first. The students are then requested to design an application. Through the design, the research will identify if the students use the object-first or the imperative-first design. Assuming that the object-first intervention group will design primarily in objects, and the imperative-first intervention group in a series of steps, the problem-solving intervention will be the "neutral" group. The object-first design is reflected through the attributes and methods of a particular object. The imperative-first design is identified if the solution contains a series of steps. The findings show that most of the students designed the application using a series of steps reflecting the imperative-first design. This finding should be included when considering if imperative-first or object-first should be the way forward for a novice programming subject.

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Kick-Start Activation to Novice Programming — A Visualization-Based Approach

Cited by 5 publications

References 6 publications

Introductory programming: a systematic literature review

Introductory programming: a systematic literature review

The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study

Thinking in imperative or objects? A study on how novice programmer thinks when it comes to designing an application

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