Emergent Requirements for Supporting Introductory Programming

Coull, Natalie; Duncan, Ishbel

doi:10.11120/ital.2011.10010078

Cited by 35 publications

(17 citation statements)

References 24 publications

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“…The enhanced message appears alongside the original as recommended by [6]. If no enhanced error message is possible the user is presented with a statement indicating the line number of the first error, and referring the user to the standard javac output which is in the same window (see Figure 1).…”

Section: The Tool and Methodsmentioning

confidence: 99%

An Effective Approach to Enhancing Compiler Error Messages

Becker

2016

Proceedings of the 47th ACM Technical Symposium on Computing Science Education

101

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Publication information SIGCSE '16 Proceedings of the 47th ACM Technical Symposium on Computing Science EducationConference details ABSTRACTOne of the many challenges novice programmers face from the time they write their first program is inadequate compiler error messages. These messages report details on errors the programmer has made and are the only feedback the programmer gets from the compiler. For students they play a particularly essential role as students often have little experience to draw upon, leaving compiler error messages as their primary guidance on error correction. However these messages are frequently inadequate, presenting a barrier to progress and are often a source of discouragement. We have designed and implemented an editor that provides enhanced compiler error messages and conducted a controlled empirical study with CS1 students learning Java. We find a reduced frequency of overall errors and errors per student. We also identify eight frequent compiler error messages for which enhancement has a statistically significant effect. Finally we find a reduced number of repeated errors. These findings indicate fewer students struggling with compiler error messages.

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Section: The Tool and Methodsmentioning

confidence: 99%

An Effective Approach to Enhancing Compiler Error Messages

Becker

2016

Proceedings of the 47th ACM Technical Symposium on Computing Science Education

101

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“…The interest is particularly linked to the issue of teaching algorithms and programming concepts to first year science major at Moroccan high schools. Our literature study reveals that several difficulties arise during the learning process of basic programming concepts such as program construction (Lahtinen, Ala-Mutka, & Järvinen, 2005), loops manipulation (Ginat, 2004), structures control and algorithms (Seppälä, Malmi, & Korhonen, 2006) Other studies suggested that these difficulties are mainly due to poor teaching methodologies, low interaction levels with students in class and lack of interest (Barker, McDowell, & Kalahar, 2009;Coull, & Duncan, 2011) The lack of interest of novice students is usually attributed to the fact that these students find programming full of tedious theoretical concepts and techniques (Bennedsen, Caspersen, & Kölling, 2008). Among the solutions to overcome these difficulties aforementioned, there's a call to change the programming working environment for students (Kelleher, & Pausch.…”

Section: Introductionmentioning

confidence: 99%

Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment

Ouahbi

Kaddari

Darhmaoui

et al. 2015

Procedia - Social and Behavioral Sciences

109

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A number of researchers have documented several difficulties faced by learners of basic programming concepts. Among the suggested pedagogical solutions to overcome these difficulties is the use of serious games inthe learning process. In fact, these games are more likely to boost the motivation of students and allow them to develop their knowledge efficiently. Our study focuses on evaluating such usage and the resulting students' motivation towards programming. We've made students create simple games using the Scratch game environment in order for them to learn programming basics. The experiment was conducted with a group of 69 high school science major students. This group of students was arbitrarily chosen and divided into three sub-groups. With the first sub-group we experimented with our pedagogical method based on the creation of simple games using Scratch environment. With the other sub-groups we used a conventional method based on Pascal programming language. Two surveys were distributed at the beginning and at the end of the experimentation in order to identify the programming level of students, their gaming habits, their motivation and interest for programming in the future. The analysis of the surveys shows that using an environment for learning programming such as Scratch highly motivate students and empower them to pursue their studies in programming. In fact, when learners were asked about their desire to continue their studies in programming, 65% of students who have experienced with Scratch environment consider continuing their studies in programming whereas only 10.3% of students who used a standard programming environment showed some interest.

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“…Aynı zamanda öğretim metodundan kaynaklı olarak da programlama dersinde öğrenciler zorluk yaşayabilmektedir. Birçok araştırmada belirtilen zorluklara karşı programlama öğretiminin nasıl olması gerektiği tartışılmaktadır (Coull ve Duncan, 2011;Lahtinen vd., 2005).…”

Section: Introductionunclassified

A Model Suggested for Programming Teaching: Programming in Seven Steps

Erümit

Karal

Şahin

et al. 2018

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Emergent Requirements for Supporting Introductory Programming

Cited by 35 publications

References 24 publications

An Effective Approach to Enhancing Compiler Error Messages

An Effective Approach to Enhancing Compiler Error Messages

Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment

A Model Suggested for Programming Teaching: Programming in Seven Steps

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