Mini‐languages for non‐computer science majors: what are the benefits?

Brusilovsky, Peter; Shcherbinina, Olena; Sosnovsky, Sergey

doi:10.1108/17415650480000009

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Two such examples are Calico [79], a framework/environment that supports a variety of languages, pedagogical contexts, and physical devices, and Jeroo [571], a language, IDE, and simulator, inspired by Karel the Robot [98] and its descendants, that seeks to provide a smoother transition to Java or C++.…”

Section: Toolsmentioning

confidence: 99%

“…A study has also investigated the effectiveness of the block interface common to block-based programming languages [525]. • Mini-languages used to teach introductory programming, such as Karel the Robot [98] and Logo [116] • The use of robots such as LEGO Mindstorms has been reported to affect motivation [414,435] • Auto-graded coding exercise platforms -student behaviour when using them and their benefits for learning [120,184,589,711] • Interactive books and learning objects and their benefits [182,515,686] • Integrated development environments and their aspects that might be beneficial for novice programmers [304,548] • Intelligent tutoring systems (ITS): their benefits [623], the role of tutorial dialog in ITS [710], and the use of automatic program repair in ITS [722]. • Tools for algorithm development: ALVIS [290] and MELBA [573], as opposed to tools for coding, such as Verificator [484,485] Tools have also been used in the evaluation of pedagogical approaches such as self-paced learning [480], explicit instruction of the roles of variables [601], and the quality of examples in textbooks [83].…”

Section: Algorithm Visualisationmentioning

confidence: 99%

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Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

360

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Toolsmentioning

confidence: 99%

Section: Algorithm Visualisationmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

360

127

View full text Add to dashboard Cite

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Teaching computing and programming fundamentals via App Inventor for Android

Karakuş

Uludag

Guler

et al. 2012

2012 International Conference on Information Technology Based Higher Education and Training (ITHET)

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In this age of growing importance for interdisciplinary studies, the field of computing, and its indispensable component, programming, have become increasingly important not only for STEM areas but also for many other fields. Computational chemistry, bio-informatics, computational linguistics, computational toxicology, etc. are just a few examples of the crossover disciplines that benefit significantly from the developments in the computing and Information Technology (IT). Instructors are facing more challenges today than ever in trying to come up with new, fresh and appealing methodologies to attract and retain students in delivering computing and IT related topics to a much broader audience. Computing courses and topics both for majors and non-majors need new approaches that motivate students to feel comfortable with the life-long learning of computing concepts and tools. The goal of this paper is to summarize our teaching experience in and the great potential of App Inventor for Android (AIA) in broadening the appeal and diffusion of fundamental computing and programming concepts. With a pedagogical foundation stemming from constructionist learning and contextualized computing education, we present our motivation and the details of courses that can greatly benefit from AIA.

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