Visual and textual programming languages: a systematic review of the literature

Abstract

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level, particularly so for students advancing from first year to second year. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students, at an early age, towards studying Computer Science courses.This paper presents a systematic literature review that examines the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will provide insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.

Educational Robotics: Platforms, Competitions and Expected Learning Outcomes

“…However, when implementing them, those age boundaries are vague as most of the ER kits offer more than one option of programming, like onboard buttons and visual or textual programming, making them suitable for more age groups. Moreover, the programming background of students and their general cognitive skills, in combination with an ER kit that can maintain their interest, can affect their motivation and engagement in learning [112], [17] [113]. Following the above, we have chosen to categorize the ER kits based on the prior knowledge and programming skills a student must have to use them efficiently.…”

“…Researchers also compared VPLs with Textual Programming Languages (TPL), and they agree that VPLs are more suitable for beginners as they positively influence their motivation and productivity [113], [116], [112]. VPLs requires less background knowledge of programming while providing an environment with immediate visual feedback that they let the user incrementally and interactively create the program flow [116] [121].…”

“…VPLs requires less background knowledge of programming while providing an environment with immediate visual feedback that they let the user incrementally and interactively create the program flow [116] [121]. On the other hand, TPLs are more suitable for large scale and complex tasks [116], [112]. With TPLs, advanced students have more opportunities to develop their programming skills and knowledge.…”

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

“…Among the popular visual programming language environment are Scratch and Alice which is widely used in primary and secondary schools [3], [18], [19]. In the visual programming language environments, programs are created by manipulating graphical components rather than writing textually.…”

Programação para Arquitetura: linguagens visuais e textuais em Projeto Orientado ao Desempenho

“…Esse tipo de linguagem permite utilizar as duas abordagens paralelamente. O primeiro estudo sobre o conceito de línguas híbridas foi realizado por Cilliers et al (2005 apud NOONE;MOONEY, 2018). Koitz and Slany (2014 apud NOONE; MOONEY, 2018) também compararam o uso da PL híbrida Pocket Code com a VPL Scratch, e verificaram que os efeitos da utilização de Pocket Code foram mais benéficos do que a abordagem puramente visual do Scratch.…”