The use of block-based visual language in introductory programming is a popular method in education. However, there is little research which provides evidence showing advantages of block-based language. This paper presents the results of learning data analysis with fine grain logs recorded by students' development environment where the students can select their language in block-based or Java. A total of 400+ students' logs collected each of four years were analyzed. The results show that migration from Block to Java can be consistently seen each year, although the whole block-editing rate was influenced by the method of the instructor's introduction. Though block-editing did not affect working time and Lines of Code (LOC), it could reduce the compile error correction time, whereas using Java requires approximately 20% of compile error correction time for students. We concluded that block-based language worked to encourage students to focus high-level algorithm creation, as well as it provides an advantage to understanding text-based language.

In this paper, we demonstrated an evidence-based action research in an introductory programming class with the use of an information dashboard which provides coding metrics to visualize students' engagement of their assignments. The information dashboard was designed for teachers to improve their classroom teaching using the same coding metrics which was verified in our previous research [9]. The system was equipped with a cross-filter functionality for exploring the entire classroom metrics. Accordingly, teachers can easily conduct a temporal analysis, an across-year comparison, and a cross metrics analysis. We examined the system for the improvement of the 5th year course using a dataset from the past four years from a non-CS introductory programming course at a university. Qualitative analysis was conducted using the discourse between teachers and teaching assistants with the proposed dashboard. The results showed that the system succeeded in promoting discourse, which included a clearer understanding of the class and its improvement, such as teaching method, assignments, or of students' behavior.