Evaluation of subsetting programming language elements in a novice's programming environment

DePasquale, Peter; Lee, John A. N.; Pérez-Quiñones, Manuel A.

doi:10.1145/1028174.971392

Cited by 6 publications

(5 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There evaluations of programming languages for non-programmers such as [6], [7], and [8]. Then there are empirical evaluations of other programming languages for novice programmers such as [9], [10], [11], and [12]. Moreover, there is a comparison between Android and iOS, an professional programming language which is similar to Android, in teaching environment [13].…”

Section: Reusing Android Apps Between Tasksmentioning

confidence: 99%

“…DePasquale, Lee, and Pérez-Quiñones [10] evaluate the effects of applying programming language of novice programmers in three programming language environments: full programming language with complex user interface, full programming language with simple interface, and programming language subsets with simple interface. They had conducted an experiment with 165 students divided into three groups.…”

Section: Empirical Evaluations Of Programming Languages For Novice Prmentioning

confidence: 99%

See 1 more Smart Citation

An experiment in developing small mobile phone applications comparing on-phone to off-phone development

Nguyen¹,

Rumee²,

Csallner³

et al. 2012

2012 First International Workshop on User Evaluation for Software Engineering Researchers (USER)

View full text Add to dashboard Cite

Section: Reusing Android Apps Between Tasksmentioning

confidence: 99%

Section: Empirical Evaluations Of Programming Languages For Novice Prmentioning

confidence: 99%

An experiment in developing small mobile phone applications comparing on-phone to off-phone development

Nguyen¹,

Rumee²,

Csallner³

et al. 2012

2012 First International Workshop on User Evaluation for Software Engineering Researchers (USER)

View full text Add to dashboard Cite

“…An appropriate environment for novice learners should be developed in gradual steps and according to their acquired experience. Through applying subtotals of the programming language, novice programmers show better learning results in less time and feel less discouraged thanks to a less complex and more intuitive interface (DePasquale, 2002).…”

Section: Literature Review -Theoretical Frameworkmentioning

confidence: 99%

“…Programming skills are consolidated when students can use concepts that they have developed in previous programming activities in order to deal with problems of increasing complexity. By decreasing the interface complexity in programming environments and by implementing controlled access to language structures, we can achieve an improved understanding of programming, as well as a reduction of the cognitive load and pressure imposed on the learners (DePasquale, 2002).…”

Section: Literature Review -Theoretical Frameworkmentioning

confidence: 99%

Engaging Students of Senior High School in Simulation Development

Glezou¹,

Grigoriadou²

2010

Informatics in Education

View full text Add to dashboard Cite

In this paper we present a small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented the cross-thematic educational scenario "Free fall simulation development" as an open and flexible framework for activities in actual classroom circumstances, exploring two alternate instructional strategies: a) simulation development from scratch and b) use of a preconstructed microworld, and we observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment. We attempt to contribute to the discussion on the main parameters of designing, developing and implementing an effective constructionist approach aimed at engaging students in simulation development as a cross-thematic multimedia project.

show abstract

“…In addition, the model of programming introduced was aimed at being simpler than in the CS1 (C++ based) course, given the evidence of the way that novice programmers acquire and utilize mental models of programming [3,4,9] and problems incurred with complex IDEs [1,8]. For these reasons, the course was designed to make use of pseudocode notation for program development (and minimal use of actual program code in order to demonstrate certain concepts, such as compilation).…”

Section: Cs1 Assessment Test Designmentioning

confidence: 99%

Experiences with a CS0 course targeted for CS1 success

et al. 2005

View full text Add to dashboard Cite

Five years ago, the idea emerged that rather than presuming whether or not students had the necessary background or aptitude to enter CS1 based on satisfied prerequisites, to actually test students during the very first day of class. The questions then became "What kind of test to administer?" "What options to offer students with identified deficiencies?" and "Whether or not to enforce assessment test results?"In this paper, we report on an approach taken addressing the issue of the preparedness of students entering CS1. Specifically, we discuss the adoption of a first-day assessment test in lieu of completed course prerequisites for determining students' preparedness, and the development of a corresponding CS0 "fallback" course intended to provide the appropriate background for those students lacking the necessary programming reasoning skills, as indicated by assessment test results. We report here on the adequacy of the assessment test designed, the effectiveness of the CS0 course as targeted for CS1 success, and the perceptions of students as to the impact that the CS0 course has had on their ultimate success in CS1.It was decided that such an assessment test should be designed not to measure specific programming knowledge, but to measure whether students had the minimal degree of programming reasoning ability expected for success in CS1. With this intension, an assessment test was designed (by the third author) containing a set of ten simple programming questions. In addition, the questions were written in a pseudocode style comprehensible to anyone with sufficient aptitude or experience, regardless of particular prior programming language exposure. Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information Science Education.Along with the assessment test, a new "fallback" CS0 course was developed (by the first and second authors) designed to best prepare students for CS1. Thus, the view of this course was not one of providing a particularly broad view of computing for nonmajors (as is typical of most CS0 courses), but with the goal of providing majors with the appropriate mental models and conceptualization of programming for future success in CS1 [5,7]. General TermsLanguages, Measurement. KeywordsComputer Science Education, CS0, CS1, Student Assessment, Curriculum Design. Finally, the question as to whether or not to enforce assessment test results, that is, to deny immediate entry into CS1 to those students not achieving adequate scores and requiring them to take CS0 first, was considered and decided against. The reasons for this were both philosophical and practical. If students who performed poorly on the assessment test were so notified, and still decided to remain in CS1, it was felt that they should be allowed to do so. Secondly, making students who have had previous programming courses from area institutions (and who still performed inadequately on the assessment test) take the CS0 course prior to taking CS1 would appear to show lack of confidence in other instituti...

show abstract

Evaluation of subsetting programming language elements in a novice's programming environment

Cited by 6 publications

References 2 publications

An experiment in developing small mobile phone applications comparing on-phone to off-phone development

An experiment in developing small mobile phone applications comparing on-phone to off-phone development

Engaging Students of Senior High School in Simulation Development

Experiences with a CS0 course targeted for CS1 success

Contact Info

Product

Resources

About