Comparing Textual and Block Interfaces in a Novice Programming Environment Publikationsdatum:
  Zu finden in: ICER 2015 (Seite 91 bis 99), 2015
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Abstracts
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.
From Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 in the 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.
From Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 in the 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:
From Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 in the text Comparing Textual and Block Interfaces in a Novice Programming Environment (2015) - RQ1. Affect students' attitudes towards computing?
- RQ2. Affect their perceived diculty of programming?
- RQ3. Affect their performance on a programming activity?
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6 References
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017 (Michael E. Caspersen, Stephen H. Edwards, Tiffany Barnes, Daniel D. Garcia) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- Informatische Bildung zum Verstehen und Gestalten der digitalen Welt - 17. GI-Fachtagung Informatik und Schule (Ira Diethelm) (2017)
- ICLS 2018 1/3 (2018)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)
- ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science (Samiha Marwan, Ge Gao, Susan R. Fisk, Thomas W. Price, Tiffany Barnes) (2020)
- Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science (Samiha Marwan, Ge Gao, Susan R. Fisk, Thomas W. Price, Tiffany Barnes) (2020)
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