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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Jiang, Zhen Wu, Jie Jiang, Nora West Chester University West Chester PA United States Temple University Philadelphia PA United States Swarthmore College Swarthmore PA United States

ISBN: (纸本)9798400705328

This paper investigates the illusionary difficulty novice programmers face, where students struggle with new tasks despite feeling well-prepared. The study explicitly shows that traditional assessments, such as self-reports, often fail to identify the misconceptions underlying this challenge. Using Veenman's metacognitive cueing with scaffolded self-check questions, we help students - without introducing additional materials - to refocus from their current understanding to uncovering unconscious knowledge gaps. This approach encourages students to step out of their comfort zones, engage in deeper self-exploration, persist through real difficulties, accommodate new concepts, and resolve misconceptions in their grasp. Pilot experiments reveal that while students initially overestimate their understanding, applying this cueing approach during test preparation significantly improves their actual test performance, as opposed to cumulative performance that relies on feedback and reinforcement through practices. The results underscore the importance of addressing misconceptions in problem-solving training using non-identical cues (as opposed to code evaluation training, which follows a predetermined solution path) to foster long-term self-efficacy, even if it temporarily reduces self-esteem. © 2025 Copyright held by the owner/author(s).

关键词： metacognitive cueing metacognitive skill enhancement novice programming

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The effect of automatic assessment on novice programming: Strengths and limitations of existing systems

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2018年第6期26卷 2328-2341页

作者： Ullah, Zahid Lajis, Adidah Jamjoom, Mona Altalhi, Abdulrahman Al-Ghamdi, Abdullah Saleem, Farrukh Univ Kuala Lumpur Malaysian Inst Informat Technol Kuala Lumpur Malaysia King Abdulaziz Univ Fac Comp & Informat Technol Dept Informat Syst Jeddah Saudi Arabia King Abdulaziz Univ Fac Comp & Informat Technol Informat Syst Jeddah Saudi Arabia Princess Nourah Bint Abdulrahman Univ Dept Comp Sci Coll Comp & Informat Sci Riyadh Saudi Arabia

Computer programming is always of high concern for students in introductory programming courses. High rates of failure occur every semester due to lack of adequate skills in programming. No student can become a programmer overnight because such learning requires proper guidance as well as consistent practice with the programming exercises. The role of instructors in the development of students' learning skills is crucial in order to provide feedback on their errors and improve their knowledge accordingly. On the other hand, due to the large number of students, instructors are also overloading themselves to focus on each individual student's errors. To address these issues, researchers have developed numerous Automatic Assessment (AA) systems that not only evaluate the students' programs but also provide instant feedback on their errors as well as abridge the workload of the instructors. Due to the large pool of existing systems, it is difficult to cover each and every system in one study. Therefore, this paper provides a comprehensive overview of some of the existing systems based on the three-analysis approaches: dynamic, static, and hybrid. Moreover, this paper aims to discuss the strengths and limitations of these systems and suggests some potential recommendations regarding the AA specifications for novice programming, which may help in standardizing these systems.

关键词： automatic assessment dynamic novice programming static system

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Scaffolding novices: Analyzing When and How Parsons Problems Impact novice programming in an Integrated Science Assignment 24

Scaffolding Novices: Analyzing When and How Parsons Problems...

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20th Annual Conference on International Computing Education Research (ICER)

作者： Tabarsi, Benyamin Reichert, Heidi Lytle, Nicholas Catete, Veronica Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA Georgia Inst Technol Atlanta GA USA

ISBN: (纸本)9798400704758

Background and Context. The importance of CS to 21st-century life and work has made it important to find ways to integrate learning CS and programming into the regular school day. However, learning CS is difficult, so teachers integrating programming need effective strategies to scaffold the learning. In this study, we analyze students' log data and apply a novel technique to compare Parsons Problems with from-scratch programming in a middle school science class. Objectives. Our research questions aimed to investigate whether, how, and when Parsons Problems improve learning efficiency for a programming exercise within science, utilizing log data analysis and an automated progress detector (SPD). Method. We conducted a study on 199 students in a 6th-grade science course, divided into two groups: one engaged with Parsons problems, and the other, a control group, worked on the same programming task without scaffolding. Then, we analyzed differences in performance and coding characteristics between the groups. We also adopted an innovative application of SPD to gain a better understanding of how and when Parsons problems helped students make more progress on the coding task, with an objective measure of final student grades. Findings. The experimental group, with scaffolding through Parsons Problems, achieved significantly higher grades, spent significantly less time programming, and toggled less between block category tabs. Interestingly, they ran their code more frequently compared to the control group. The SPD analysis revealed that the experimental group made significantly higher progress in all four quartiles of their coding time. Implications. Our findings suggest that Parsons problems can improve learning efficiency by enhancing novices' learning experience without negatively impacting their performance or grades, which is especially important when programming is integrated into K12 courses.

关键词： novice programming Block-based programming Data-driven Methods Parsons Problems Progress

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Proposal and Basic Research for a Learning Model "RPRaS" for novice programming

Proposal and Basic Research for a Learning Model "RPRaS" for...

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15th International Conference on Computers in Education (ICCE 2007)

作者： Mizutani, Kozo Arai, Masayuki Unagami, Takashi Teikyo Univ Grad Sch Teikyo Japan

ISBN: (纸本)9781586037970

This paper describes a proposal for a new learning model "RPRaS" for learning novice programming. We often find that there are students who cannot solve problems (program requirements) in classes. Even if they can understand the program requirements, they might not be able to write program source based on the requirements. RPRaS is a learning model that aims to support an understanding relation between program requirements and program sources. For preparing effective learning support methods, we have examined using a trial learning system based on the model. In this paper gives an explanation of the trial system and the reports of the examination.

关键词： Learning Model novice programming Learning System Web-Based Learning

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iSnap: Towards Intelligent Tutoring in novice programming Environments 17

iSnap: Towards Intelligent Tutoring in Novice Programming En...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Price, Thomas W. Dong, Yihuan Lipovac, Dragan North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450346986

programming environments intentionally designed to support novices have become increasingly popular, and growing research supports their efficacy. While these environments offer features to engage students and reduce the burden of syntax errors, they currently offer little support to students who get stuck and need expert assistance. Intelligent Tutoring Systems (ITSs) are computer systems designed to play this role, helping and guiding students to achieve better learning outcomes. We present iSnap, an extension to the Snap programming environment which adds some key features of ITSs, including detailed logging and automatically generated hints. We share results from a pilot study of iSnap, indicating that students are generally willing to use hints and that hints can create positive outcomes. We also highlight some key challenges encountered in the pilot study and discuss their implications for future work.

关键词： novice programming Intelligent Tutoring Systems Hints Data-driven Logging Snap

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Metonymy and reference-point errors in novice programming

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COMPUTER SCIENCE EDUCATION 2014年第2-3期24卷 123-152页

作者： Miller, Craig Depaul Univ Sch Comp Chicago IL 60604 USA

When learning to program, students often mistakenly refer to an element that is structurally related to the element that they intend to reference. For example, they may indicate the attribute of an object when their intention is to reference the whole object. This paper examines these reference- point errors through the context of metonymy. Metonymy is a rhetorical device where the speaker states a referent that is structurally related to the intended referent. For example, the following sentence states an office bureau but actually refers to a person working at the bureau: The tourist asked the travel bureau for directions to the museum. Drawing upon previous studies, I discuss how student reference errors may be consistent with the use of metonymy. In particular, I hypothesize that students are more likely to reference an identifying element even when a structurally related element is intended. I then present two experiments, which produce results consistent with this analysis. In both experiments, students are more likely to produce reference-point errors that involve identifying attributes than descriptive attributes. Given these results, I explore the possibility that students are relying on habits of communication rather than the mechanistic principles needed for successful programming. Finally I discuss teaching interventions using live examples and how metonymy may be presented to non-computing students as pedagogy for computational thinking.

关键词： reference errors metonymy misconceptions novice programming

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Open-Ended novice programming Behaviors and their Implications for Supporting Learning

Open-Ended Novice Programming Behaviors and their Implicatio...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Ichinco, Michelle Kelleher, Caitlin Univ Massachusetts Lowell Dept Comp Sci Lowell MA 01854 USA Washington Univ St Louis Dept Comp Sci & Engn St Louis MO USA

ISBN: (纸本)9781728108100

Though support for learning computing in schools is growing, many children still begin learning to program without. formal support in open-ended programming environments. While researchers have evaluated the final code of these types of projects, we know little about how users' behaviors and usage of support tools relate to understanding. We ran a study where participants had open-ended programming time with access to one of two support tools: suggestions or tutorials. Participants then completed four tasks which required understanding of the suggestion or tutorial content. We did not find an effect of suggestions compared to tutorials on knowledge application, but we did find that many participants who performed better tended to explore more of the interface, code behaviors, and support tools. Our results suggest that future tools for encouraging learning during open-ended programming should likely focus on supporting users who tend to explore less on their own.

关键词： novice programming support tools

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Wheel-Spinning Models in a novice programming Context

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020年第6期58卷 1101-1120页

作者： Flores, Rejeenald M. Rodrigo, Ma. Mercedes T. Father Saturnino Urios Univ Comp Studies Program San Francisco St Butuan City Philippines Ateneo Manila Univ Ateneo Lab Learning Sci Dept Informat Syst & Comp Sci Quezon City Philippines

Wheel-spinning refers to the failure to master a skill in a timely manner or after a considerable number of practice opportunities. Several past studies have developed wheel-spinning models in the areas of Mathematics and Physics. However, no models have been made for the context of novice programming. The purpose of this study was to develop wheel-spinning models in the context of novice programming and to identify the indicators of wheel-spinning. In this study, we developed five wheel-spinning models that had acceptable performance with data from 114 Filipino students using a meaningful gamification system. Following intuition, the number of problems correctly solved was negatively correlated with wheel-spinning, while overall number of problems attempted and consecutive mistakes were indicative of wheel-spinning.

关键词： wheel-spinning novice programming student modeling meaningful gamification system mastery learning formative feedback instructional design

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Exploring the Impact of Worked Examples in a novice programming Environment 19

Exploring the Impact of Worked Examples in a Novice Programm...

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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Zhi, Rui Price, Thomas W. Marwan, Samiha Milliken, Alexandra Barnes, Tiffany Chi, Min N Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450358903

Research in a variety of domains has shown that viewing worked examples (WEs) can be a more efficient way to learn than solving equivalent problems. We designed a Peer Code Helper system to display WEs, along with scaffolded self-explanation prompts, in a block-based, novice programming environment called Snap!. We evaluated our system during a high school summer camp with 22 students. Participants completed three programming problems with access to WEs on either the first or second problem. We found that WEs did not significantly impact students' learning, but may have impacted students' intrinsic cognitive load, suggesting that our WEs with scaffolded prompts may be an inherently different learning task. Our results show that WEs saved students time on initial tasks compared to writing code, but some of the time saved was lost in subsequent programming tasks. Overall, students with WEs completed more tasks within a fixed time period, but not significantly more. WEs may improve students' learning efficiency when programming, but these effects are nuanced and merit further study.

关键词： cognitive load novice programming worked examples

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Frame-Based novice programming 20

Frame-Based Novice Programming

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25th Conference on Innovation and Technology in Computer Science Education

作者： Dillane, Joe Univ Coll Dublin Dublin Ireland

ISBN: (纸本)9781450368742

As visual programming languages become more widespread and accessible, there is an increasing likelihood that students' first encounters with programming will be through manipulating blocks on a screen rather than typing text. Therefore, supporting the transition from block-based programming languages to general text-based languages will be important if they go on to more advanced programming studies. This work sets out to explore the user experience of Stride, the hybrid visual/text-based programming language and environment that has been designed for this transition.

关键词： Blackbox frame-based editing novice programming

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