What about a simple language? Analyzing the difficulties in learning to program

Abstract

In this paper, we present the results from a two-part study. We analyze 60 programs written by novice programmers aged 16 -19 after their first programming course, in either Java or Python. The aim is to find difficulties independent of the language used, and such originating from the language. Second, we analyze the transition from a ''simple'' language to a more ''advanced'' one, by following up on eight students, who learned programming in Python before moving on to Java.Our results suggest that a simple language gives rise to fewer syntax errors as well as logic errors. The qualitative part of our study did not reveal any disadvantages from having learned to program in a simple language when moving on to a more complex one. This suggests that not only can a simple language be used when introducing programming as a general skill, but also when providing basic skills to future professionals in the field.

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

“…Arabacıoğlu, Bülbül and Filiz (2007) have designed an application language for teaching and turning programming logic into concrete display. Similarly, Mannila et al (2006) have focused on the teaching of programming languages with Python.…”

Evaluation of a Frame-based Programming Editor

“…Programming environments and courses designed for novices often feature innovations to ease the burden of syntax, such as improved error messages [9,11], more intuitive programming languages [23,30] and block-based editors which avoid syntax errors altogether [8,12,29]. However, improved error messages are not always effective [9,26], and block-based editors may have unforeseen consequences on programming behavior [25] and be perceived as less authentic by students [27,33].…”

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

“…There is a body of research on learning aspects of computing extending back over at least 30 years but there is a need for continual updating as technological developments not only promote curriculum change but also provide new pedagogical opportunities making some concepts and skills easier to learn. For example new programming languages that simplify the syntax or use visual and/or block-based programming techniques are removing issues that were previously regarded as constraints by making programming easier to learn (Ben-Ari 2013; Mannila et al 2006;Weintrop and Wilensky 2015). Furthermore there is evidence that students are able to progress from these simpler languages to the more sophisticated languages with more complex syntax generally used in business and industry (Mannila et al 2006).…”

“…For example new programming languages that simplify the syntax or use visual and/or block-based programming techniques are removing issues that were previously regarded as constraints by making programming easier to learn (Ben-Ari 2013; Mannila et al 2006;Weintrop and Wilensky 2015). Furthermore there is evidence that students are able to progress from these simpler languages to the more sophisticated languages with more complex syntax generally used in business and industry (Mannila et al 2006). However the need for teachers to understand not only the programming principles and concepts but also the ways in which these are supported through different languages remains (Ben-Ari 2013).…”