Break statement considered

Fostering Program Comprehension in Novice Programmers - Learning Activities and Learning Trajectories

“…It has been suggested that students might find merged, interleaved plans difficult and that sequential plan composition is more natural to deal with [335,341], and that a student's plan composition strategy interacts with the likelihood they will write defective code [336,99]. Our findings offer a partial explanation for these findings: merged plan composition demands more plans to be simultaneously processed in the region of direct access, which may result in cognitive overload.…”

“…In this case study, we consider distinct implementations of the Rainfall Problem [335] using different plan-composition strategies: a merged-plans solution (Figure 3.8) and a sequenced-plans solution (Figure 3.9), both adapted from Sorva and Vihavainen [341]. Each color corresponds to one of the main high-level plans identified in previous Rainfall works [101]:…”

“…Usually, one crucial component of readability is the structure of the code or its plan-composition strategy. It has been argued that the same plan implemented with different structures could have different complexities, that plan-composition strategies can change the complexity, or that merged plans are more complex than sequence plans[341]. The CCCP interactivity analysis supports that merged plans are more complex than sequenced plans, and the hierarchical analysis supports that different structures implementing the same plan might have different complexities.…”

When Test Cases Are Not Enough: Identification, Assessment, and Rationale of Misconceptions in Correct Code (MC³)

“…One common commentary was that instructors intentionally do not teach the break statement to discourage coding behaviors associated with these MC³. The use of break is a topic of discussion among both CS1 instructors and the programming community at large (Sorva & Vihavainen, 2016).…”