Impact of used programming language for K-12 students' understanding of the loop concept

Abstract

Block-based programming languages are becoming a favourite learning tool for programming novices while the traditional way of teaching programming mostly uses text-based programming languages. The purpose of this study was to compare the impact of used visual and textual programming languages on K-12 students' understanding of the loop concept. Participants were 312 elementary school students from 5th to 8th grade using visual programming language Scratch (n = 59), and textual programming languages Logo (n = 185) and Python (n = 68). Tests for all languages were equivalent, differing only in the used programming language. Results showed that students achieved statistically significant higher scores when using block-based programming language compared to students using textual programming languages. These results show that K-12 students need concrete experience to understand abstract concepts, as the loop concept, which Scratch as a blockbased programming language provides.

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

“…Accordingly, while constructing scaffolding for computational thinking, teachers should identify students’ weaknesses and employ targeted strategies that help develop students’ metacognition and then reduce their extraneous cognitive load. Instead of visualizing the programming code (Mladenovic et al, 2020) or using question cards (Chetty & van der Westhuizen, 2014), our scaffolding used written prompts to support students’ metacognition development. Both the ways of giving prompts and hints or designing scaffolding based on students’ weakness reduce students’ extraneous cognitive load.…”

“…Acuna and Bansal (2021) established the Analysis-Design-Justification (ADJ) framework for the instruction of problem-solving skills; students responded positively to its use, and their problem-solving skills actually improved. According to Mladenovic et al’s study (Mladenovic et al 2020), when using block-based programming languages such as Scratch, students tend to achieve statistically significantly higher scores because these programming tools reduce students’ cognitive load and allow them to focus on the logic and structures rather than on the syntax of writing programs. Their studies suggested that learners showed a better understanding of formulating and solving problems through appropriate models of computation.…”

The Effect of the Modality on Students’ Computational Thinking, Programming Attitude, and Programming Achievement

“…Beginners can run the script and see the result on the screen. They can develop programs that are interesting for themselves (Mladenović, Mladenović, and Žanko, 2020). Resnick et al (2009) summarized the expected features of blockbased programming environments for beginners as low floor (easy to get start), high ceiling (allows beginners to construct complex projects), and wide walls (supports the development of meaningful products).…”