Emergent requirements for supporting introductory programming

The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding

Validation in the Software Metric Development Process

In this paper the validation of software metrics will be examined. Two approaches will be combined: representational measurement theory and a validation network scheme. The development process of a software metric will be described, together with validities for the three phases of the metric development process. Representation axioms from measurement theory are used both for the formal and empirical validation. The differentiation of validities according to these phases unifies several validation approaches found in the software metric's literature

Introductory programming: a systematic literature review

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

Summer of Code: Assisting Distance-Learning Students with Open-Ended Programming Tasks

A significant difficulty in teaching programming lies in the transition from novice to intermediate programmer, characterised by the assimilation and use of schemas of standard programming approaches. A significant factor assisting this transition is practice with tasks which develop this schema use. We describe the Summer of Code, a two-week activity for part-time, distance-learning students which gave them some additional programming practice. We analysed their submissions, forum postings, and results of a terminal survey. We found learners were keen to share and discuss their solutions and persevered with individual problems and the challenge overall. 93% respondents rated the activity 3 or better on a 5-point Likert scale (n=58). However, a quarter of participants, mainly those who described themselves as average or poor programmers, felt less confident in their abilities after the activity, though half of these students liked the activity overall. 54% of all participants said the greatest challenge was developing a general approach to the problems, such as selecting appropriate data structures. This is corroborated by forum comments, where students greatly appreciated “think aloud” presentations by faculty tackling the problems. These results strongly suggest that students would benefit from more open-ended practice, where they have to select and design their own solutions to a range of problems

The Example Guru: Suggesting Examples to Novice Programmers in an Artifact-Based Context

Programmers in artifact-based contexts could likely benefit from skills that they do not realize exist. We define artifact-based contexts as contexts where programmers have a goal project, like an application or game, which they must figure out how to accomplish and can change along the way. Artifact-based contexts do not have quantifiable goal states, like the solution to a puzzle or the resolution of a bug in task-based contexts. Currently, programmers in artifact-based contexts have to seek out information, but may be unaware of useful information or choose not to seek out new skills. This is especially problematic for young novice programmers in blocks programming environments. Blocks programming environments often lack even minimal in-context support, such as auto-complete or in-context documentation. Novices programming independently in these blocks-based programming environments often plateau in the programming skills and API methods they use. This work aims to encourage novices in artifact-based programming contexts to explore new API methods and skills. One way to support novices may be with examples, as examples are effective for learning and highly available. In order to better understand how to use examples for supporting novice programmers, I first ran two studies exploring novices\u27 use and focus on example code. I used those results to design a system called the Example Guru. The Example Guru suggests example snippets to novice programmers that contain previously unused API methods or code concepts. Finally, I present an approach for semi-automatically generating content for this type of suggestion system. This approach reduces the amount of expert effort required to create suggestions. This work contains three contributions: 1) a better understanding of difficulties novices have using example code, 2) a system that encourages exploration and use of new programming skills, and 3) an approach for generating content for a suggestion system with less expert effort

37 Million Compilations: Investigating Novice Programming Mistakes in Large-Scale Student Data

Previous investigations of student errors have typically focused on samples of hundreds of students at individual institutions. This work uses a year's worth of compilation events from over 250,000 students all over the world, taken from the large Blackbox data set. We analyze the frequency, time-to-fix, and spread of errors among users, showing how these factors inter-relate, in addition to their development over the course of the year. These results can inform the design of courses, textbooks and also tools to target the most frequent (or hardest to fix) errors