Investigating Novice Programmers' Interaction with Programming Environments

Karvelas, Ioannis

doi:10.1145/3304221.3325596

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…For example, feedback or error messages that students receive and read when a compilation error appears in an IDE can significantly improve the learning process [Karvelas, 2019, Becker et al, 2018. These IDEs are sometimes named Integrated Development and Learning Environment (IDLE).…”

Section: Integrated Development Environmentsmentioning

confidence: 99%

Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering

Salinas¹,

Leger²,

Fukuda³

et al. 2023

jucs

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Many factors influence the problems that currently exist in the learning-teaching process of programming. The use of an Integrated Development Environment (IDE) makes the experience a complicated process because these IDEs focus on professional programmers and not on novice learners. This also affects the classrooms of the university “Pontificia Universidad Católica de Valparaíso (PUCV)” (Chile). The use of professional IDEs negatively affects the learning process of first-year students who face the development of the algorithms for the first time. One of the IDE widely used for teaching programming courses is Code::Blocks, which is a tool for professional developers. Through a heuristic and usability evaluation, we found that Code::Blocks has a complex user interface and a functional overload. Using these two findings, as well as recommendations given during these tests, we highlight the important aspects that an IDE for novice learners should have. Taking into account previous observations and state-of-the-art/practice of IDEs, a functional IDE prototype, named Incre-IDLE, is developed. In addition to Code::Blocks evaluations, this paper reports the results of a heuristic and usability evaluation applied to first-year students at PUCV about functionalities provided by Incre-IDLE. These results suggest that Incre-IDLE has a simple interface, is easy to install and use, and does not have functional overload (i.e., spend a considerable amount of time learning the tool). Concretely, the results show that 66.7% of the students could complete tasks easily and 100% of them found the GUI intuitive. In terms of GUI, 83.3% considered the application interface “very simple”; and the text, concepts, and icons “very understandable” by 66.7%. The students also found the tool “motivating” (66.7%) or “very motivating” (33.3%). These results closely match the findings obtained by the heuristic evaluation of Incre-IDLE from the experts: 83.3% of them rated it as “useful” or “very useful”, and only a 16.7% rated it as “useless”.

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Section: Integrated Development Environmentsmentioning

confidence: 99%

Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering

Salinas¹,

Leger²,

Fukuda³

et al. 2023

jucs

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“…Después de revisar los artículos descritos anteriormente se encontró que hay suficiente información respecto a las modalidades en las que los niñas, niños y adolescentes se desenvuelven mejor y aprenden más como se presenta en (Zhu et al, 2016), (Tisza et al, 2019); así también hay información relevante respecto al manejo de ambientes de desarrollo integrado y de las características que deben cumplir para realmente ser un apoyo para programadores novatos como se refleja en los artículos (Ioannis Karvelas, 2019), (Zayour & Hajjdiab, 2013) y (Department of Computer Science, Interlink Polytechnic, Ijebu Jesa, Osun State, 233114, Nigeria et al, 2016). De lo anterior se desprende que el presente trabajo es relevante y es posible determinar muchos de los requisitos funcionales y no funcionales para el IDE a partir de los artículos analizados; por otro lado, si bien existen otras herramientas que persiguen objetivos parecidos a la presente investigación, como los mencionados en los trabajos (Scratch -About, s/f) y (Turtlestitch -Coded Embroidery / TurtleStitch -Coded Embroidery, s/f), estos no se encuentran en idioma español.…”

Section: Análisis De Los Trabajos Relacionadosunclassified

Herramienta para la Enseñanza de la Programación usando Elementos Gráficos

Picie-Alcaraz¹,

Zepahua²,

Martínez³

et al. 2021

risti

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El aprendizaje de la programación es difícil y requiere un arduo trabajo por parte de los estudiantes. Necesitan hacer muchos ejercicios y crear muchos programas para mejorar sus competencias en programación, y más aún cuando las herramientas con las que se cuentan no están en su idioma nativo. En este artículo se propone una herramienta, también llamada ambiente de desarrollo en conjunto de un lenguaje de programación, en idioma español, que permita programar la generación de patrones geométricos, como un apoyo a la enseñanza de STEM en México.

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“…Logical thinking [9], reasoning and creativity [10], syntax control [5], and logical analysis [2] are some of these challenging factors that researchers assumed were the cause of the problem. Therefore, it is urgent to solve the issues facing the learners [11].…”

Section: Introductionmentioning

confidence: 99%

Bridging the Gap: Template-Based Coding for Transitioning from Visual Logic to Text-Based Programming

Al-Imamy

2024

IJIET

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Visual programming environments, which utilize visual blocks or flowcharts to represent programming logic, have emerged as a key strategy to assist novice learners in overcoming the complexities associated with text-based programming. However, transitioning from these visual representations to full-text programming often presents a significant challenge for these learners. One solution to this challenge is the use of template-based coding, which has been shown to increase performance and reduce the number of errors made by students studying computer programming. This study used an experimental assignment and survey to evaluate the Code-By-Template (CBT) application among 82 students, revealing enhanced coding proficiency and positive student attitudes, highlighting the effectiveness of CBT in programming learning. The CBT, in particular, has been found to enhance students’ performance in successfully solving programming problems. The observed improvement in performance can be attributed to a 17% increase in scores (correctness) during the same time frame, suggesting a decrease in the number of errors. It is important to acknowledge that the scores mostly depend on the number and type of errors. Beyond this performance improvement, students have also expressed interest, describing the CBT as “extremely helpful” and “making programming easier.” This highlights the qualitative benefits of the tool in promoting appreciation for it, indicating its potential to enhance engagement as well as learning outcomes. The difficulty of learning programming code has had a persistent impact on retention rates in computer programming courses. However, the improved performance and learning ease facilitated by the CBT environment may offer a solution to this retention problem. By making the learning process more manageable and less error-prone, the CBT environment can help to ensure confidence-boosting and interest-fostering that lead to more students successfully completing their programming courses and continuing their studies in this field.

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Investigating Novice Programmers' Interaction with Programming Environments

Cited by 11 publications

References 6 publications

Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering

Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering

Herramienta para la Enseñanza de la Programación usando Elementos Gráficos

Bridging the Gap: Template-Based Coding for Transitioning from Visual Logic to Text-Based Programming

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