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Comparing Textual and Block Interfaces in a Novice Programming Environment

Thomas W. Price, Tiffany Barnes
Publikationsdatum:
Zu finden in: ICER 2015 (Seite 91 bis 99), 2015
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This study supports the claim that block programming interfaces can significantly improve novice performance on some programming activities, specifically through increased time on task and quicker, more frequent achievement of programming goals. The study suggests that the block interface is an important component of BBPEs, which is worthy of future study and development.
Von Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 im Text Comparing Textual and Block Interfaces in a Novice Programming Environment (2015)
Visual, block-based programming environments present an alternative way of teaching programming to novices and have proven successful in classrooms and informal learning settings. However, few studies have been able to attribute this success to specific features of the environment. In this study, we isolate the most fundamental feature of these environments, the block interface, and compare it directly to ist textual counterpart. We present analysis from a study of two groups of novice programmers, one assigned to each interface, as they completed a simple programming activity. We found that while the interface did not seem to affect users' attitudes or perceived difficulty, students using the block interface spent less time off task and completed more of the activity's goals in less time.
Von Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 im Text Comparing Textual and Block Interfaces in a Novice Programming Environment (2015)
This study seeks to isolate the effects of a block interface on the experience of novices when learning to program. To do this, we created two instances of a programming environment, differing only in that one uses a textual programming interface, and one uses a block interface. We collected data from novice, middle-school programmers as they used one of the two interfaces, and analyzed it to answer the following research questions. When compared to a textual interface, how will a block interface:
  • RQ1. Affect students' attitudes towards computing?
  • RQ2. Affect their perceived diculty of programming?
  • RQ3. Affect their performance on a programming activity?
To the best of our knowledge, this is the first study to directly compare block and textual programming interfaces in an otherwise controlled setting.
Von Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 im Text Comparing Textual and Block Interfaces in a Novice Programming Environment (2015)

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Personen
KB IB clear
Michal Armoni, Mordechai Ben-Ari, Karen Brennan, Evelyn Eastmond, Mark Guzdial, Yasmin B. Kafai, Caitlin Kelleher, Colleen M. Lewis, John Maloney, Orni Meerbaum-Salant, Amon Millner, Andrés Monroy-Hernández, Seymour Papert, Randy Pausch, Mitchel Resnick, Eric Rosenbaum, Natalie Rusk, Jay Silver, Brian Silverman

Aussagen
KB IB clear
Blockbasierte Sprachen erleichtern den Einstieg ins Programmierenblock programming interfaces improve novice programming performance
Programmieren ist schwierig

Begriffe
KB IB clear
blockbasierte Programmiersprachenvisual programming language, formal learningformal learning, informal learninginformal learning, Lernenlearning, Programmierenprogramming
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1982    Mindstorms (Seymour Papert) 11, 14, 16, 6, 24, 6, 17, 34, 8, 62, 20, 3220445324704
2004Computer Science Education Research (Sally Fincher, Marian Petre) 3, 5, 3, 2, 5, 2, 3, 6, 4, 6, 5, 71441775
2010ICER 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) 4, 5, 1, 4, 3, 3, 3, 8, 4, 16, 5, 42451479
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
2004    Programming Environments for Novices (Mark Guzdial) 2, 4, 2, 3, 1, 3, 3, 10, 2, 2, 4, 6839655
2005    Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) 1, 3, 2, 4, 1, 1, 2, 10, 2, 8, 5, 423174313
2009    Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 3, 3, 4, 1, 2, 4, 7, 6, 3, 10, 6, 733287395
2010    How programming environment shapes perception, learning and goals (Colleen M. Lewis) 14, 2, 1, 1, 2, 3, 5, 6, 1, 4, 3, 589547
2010    Learning computer science concepts with scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 2, 4, 4, 1, 5, 1, 4, 8, 1, 4, 4, 4613448

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