An exploration of novice programming errors in an object-oriented environment

Barr, Matthew; Holden, Sam; Phillips, Dave; Greening, Tony

doi:10.1145/349316.349392

Cited by 8 publications

(9 citation statements)

References 4 publications

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“…However, when used in a comprehensive manner, the distributed nature of control flow and hidden actions make it more difficult for novices to form a mental representation of an object-oriented program than of a corresponding procedural program (Milne & Rowe, 2002). Similar findings were also reported in earlier research with program authors (Barr, Holden, Phillips & Greening, 1999). Commercial companies provide, as they call, "zeroprogramming tools" that are aiming to solve some of the object-oriented programming difficulties.…”

supporting

confidence: 87%

Pre-service Teachers' Learning Object Development: A Case Study in K-12 Setting

Akpınar¹,

Şimşek²

2007

IJELL

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Teachers use variety of media to support students' learning. Though there are many new tools and settlements in learning technologies and their specifications, there has been a fierce debate over learning objects and their development. This research aimed to examine the effect of preservice teachers' experience in information and communication technology (ICT) use on their learning object development through (1) inspecting type, number and organization of their learning object (LO) components authored in a non-commercial system, (2) evaluating quality of their learning objects using the Learning Object Review Instrument (Nesbitt & Li, 2004), and (3) studying relationship between the components, quality and subject matter of their LOs. Seventysix pre-service teachers were asked to design and develop LOs in a non-commercial learning content development system. Analysis of their learning objects and a usability test data showed that the participants found the system easy to use in general. Novice and experienced information technology users were able to develop learning objects similar in size and features. The analysis showed meaningful correlation between the use of some of the learning object components. There seems to be significant relations between the quality of the LOs measured with the LORI items and some elements of the developed LOs, however, the novice and experienced groups' LOs did differ neither in overall ratings nor at nine individual items of the LORI. The study suggested some further work for developing quality LOs through collaborative learning resource authoring.Keywords: Learning object, pre-service teachers, Learning object authoring, instructional assets, learning content management system IntroductionTeachers play an important role in determining what and how students learn throughout their activities both in conventional and technology rich learning environments. Teachers are responsible for monitoring the flow of each student's activities, playing a meta-cognitive function for the students by probing their knowledge and reasoning, monitoring participation and student engagement. Student activities must be rich and needs based so that teachers make their educational diagnosis and intervention accordingly. As student needs vary and those needs may be fulfilled with different task regimes, it would be functional for teachers to have access to a large activity pool which is constructed and enriched by teachers. E-learning systems replace the teacher to the center for learning, the teacher's role shifts fromMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as cr...

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confidence: 87%

Pre-service Teachers' Learning Object Development: A Case Study in K-12 Setting

Akpınar¹,

Şimşek²

2007

IJELL

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“…The second design choice was that the prototype of Koios does not need to support comments. Even though the inclusion of comments in programs is recognized as a helpful source in reading and understanding code, and a good programming habit (Raskin, 2005), the findings presented by Barr, Holden, Phillips, and Greening (1999) and Grandell et al. (2005) suggest that the inclusion of comments by novices may yield undesired results.…”

Section: Koios—a New Greek Visual Programming Tool For Greek Novicesmentioning

confidence: 99%

“…(2005) suggest that the inclusion of comments by novices may yield undesired results. A number of students in the study of Barr et al. (1999) inserted comments that were similar to the code they had written, and in other cases, comments did not explain or were not relevant to the code.…”

Section: Koios—a New Greek Visual Programming Tool For Greek Novicesmentioning

confidence: 99%

Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice Programmers

Vasilopoulos

Schaik

2018

Journal of Educational Computing Research

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This article discusses the design and implementation of a new programming tool for Greek novices as a means to improve introductory programing instruction in Greece. We implemented Koios, a new highly interactive and visual programming tool for Greek novices, based on the body of research in the field of psychology of programming. The main contribution of this article is the empirical demonstration of the benefit of this tool in novice programming, compared with two other popular programming tools for Greek novices. The results show that users of Koios performed significantly better than users of the other two programming tools.

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“…There are many ways to investigate the errors made by novices on the first time their study a programming language. When studying a programming language for the first time, the majority of student's errors fall into broad (and well-documented) categories (Barr et al, 1999). In this research, they aims to investigate errors made by novices in Blue which is a new object-oriented language that are specifically designed at the University of Sydney in purpose of teaching novices.…”

Section: The Problem Is That the Variable Y Is Only Declared Within Tmentioning

confidence: 99%

Design of Object-Oriented Debugger Model by Using Unified Modeling Language

Sani¹

2013

Journal of Computer Science

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Debugging on computer program is a complex cognitive activity. Although it is complex, it's still one of the popular issues in computer programming task. It is a difficult task, which is to understand what the error is and how to solve such error? In computer programming the difficulty is to understand the Object-Oriented programming concept together with the programming logic. If the programming logic is incorrect, the program codes will have such error named as logic error and can caused highly maintenance cost. Logic error is a bug in a program that causes it to operate incorrectly, without terminating or crashing the program. It will produce unintended output or other behavior than what we are expecting. Method that use to develop a propose model Object Oriented Debugger is Unified Modeling Language (UML). It is the best choice model and suitable to design the Object Oriented Debugger which will be developed in an object oriented programming environment. The model will provide an ability to capture the characteristics of a system by using notations in the process of designing and implementing the system. The model of Object Oriented Debugger has been successfully implemented. This model has been developed using Unified Approach methodology, which consists of two methods such as Object-Oriented Analysis (OOA) and Object-Oriented Design (OOD). The model developed is to capture the structure and behavior of the Object Oriented Debugger by using the UML diagram. The model also can ease the readability of the documentation for the maintenance purposes. The design of the Object Oriented Debugger Model has been developed using the UML notation. It's consisting of two parts that are object-oriented analysis and object-oriented design. All the developing and designing are based on the model in UML.

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An exploration of novice programming errors in an object-oriented environment

Cited by 8 publications

References 4 publications

Pre-service Teachers' Learning Object Development: A Case Study in K-12 Setting

Pre-service Teachers' Learning Object Development: A Case Study in K-12 Setting

Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice Programmers

Design of Object-Oriented Debugger Model by Using Unified Modeling Language

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