An investigation into student reactions towards rad versus traditional programming environments for novice developers

The traditional approach to programming using text editors is widely used in many institutions to teach introductory programming. These types of traditional programming environments provide fundamental programming concepts for learning, especially in the context of novice developers. In recent years, teaching institutions have seen a trend towards the introduction of visual drag-and-drop rapid application development (RAD) environments for teaching novice programmers. These \u27environments capture student interest in programming by allowing the construction of workable programs within a short time frame based on minimal pre-existing coding knowledge. However, some have argued that these visual RAD environments might not be suitable for providing fundamental programming concepts and syntax to novice developers. This research examines student perceptions towards visual RAD environments in comparison to traditional environments for learning programming for novice developers, mainly focusing on the novice developer\u27s first programming environment. To gather student reactions towards these programming environments, surveys, interviews and workshops were conducted with novice, intermediate and expert level student programmers. The results indicate that while visual RAD environments managed to capture the majority of the participants\u27 interest, the traditional approach was largely accepted as the most appropriate first environment for novice developers. Another finding from this research is the participants\u27 perceptions of the key aspects of learning programming, which also formed part of the deciding factors for the first environment. Understanding the underlying concepts, syntax and logic of the program seem to be the most important aspects followed by interest level and the ability to build workable programs quickly. The majority of participants perceived that traditional programming environments could help novice developers with understanding underlying concepts and syntax better than visual RAD environments. Although visual RAD environments do not require a traditional programming environment at the early stage of programming, the latter would become necessary as the program grows and more complex functions are required. Overall, the visual RAD environment was still the preferred environment for development despite the lack of pedagogical benefits compared with traditional environments

Frame-Based Editing: Easing the Transition from Blocks to Text-Based Programming

Block-based programming systems, such as Scratch or Alice, are the most popular environments for introducing young children to programming. However, mastery of text-based programming continues to be the educational goal for stu- dents who continue to program into their teenage years and beyond. Transitioning across the significant gap between the two editing styles presents a difficult challenge in school- level teaching of programming. We propose a new style of program manipulation to bridge the gap: frame-based edit- ing. Frame-based editing has the resistance to errors and approachability of block-based programming while retaining the flexibility and more conventional programming seman- tics of text-based programming languages. In this paper, we analyse the issues involved in the transition from blocks to text and argue that they can be overcome by using frame- based editing as an intermediate step. A design and imple- mentation of a frame-based editor is provided

Object-oriented modelling with unified modelling language 2.0 for simple software application based on agile methodology

Unified modelling language (UML) 2.0 introduced in 2002 has been developing and influencing object-oriented software engineering and has become a standard and reference for information system analysis and design modelling. There are many concepts and theories to model the information system or software application with UML 2.0, which can make ambiguities and inconsistencies for a novice to learn to how to model the system with UML especially with UML 2.0. This article will discuss how to model the simple software application by using some of the diagrams of UML 2.0 and not by using the whole diagrams as suggested by agile methodology. Agile methodology is considered as convenient for novices because it can deliver the information technology environment to the end-user quickly and adaptively with minimal documentation. It also has the ability to deliver best performance software application according to the customer's needs. Agile methodology will make simple model with simple documentation, simple team and simple tools.Comment: 15 pages, 30 figure

Critters in the Classroom: A 3D Computer-Game-Like Tool for Teaching Programming to Computer Animation Students

The brewing crisis threatening computer science education is a well documented fact. To counter this and to increase enrolment and retention in computer science related degrees, it has been suggested to make programming "more fun" and to offer "multidisciplinary and cross-disciplinary programs" [Carter 2006]. The Computer Visualisation and Animation undergraduate degree at the National Centre for Computer Animation (Bournemouth University) is such a programme. Computer programming forms an integral part of the curriculum of this technical arts degree, and as educators we constantly face the challenge of having to encourage our students to engage with the subject. We intend to address this with our C-Sheep system, a reimagination of the "Karel the Robot" teaching tool [Pattis 1981], using modern 3D computer game graphics that today's students are familiar with. This provides a game-like setting for writing computer programs, using a task-specific set of instructions which allow users to take control of virtual entities acting within a micro world, effectively providing a graphical representation of the algorithms used. Whereas two decades ago, students would be intrigued by a 2D top-down representation of the micro world, the lack of the visual gimmickry found in modern computer games for representing the virtual world now makes it extremely difficult to maintain the interest of students from today's "Plug&Play generation". It is therefore especially important to aim for a 3D game-like representation which is "attractive and highly motivating to today's generation of media-conscious students" [Moskal et al. 2004]. Our system uses a modern, platform independent games engine, capable of presenting a visually rich virtual environment using a state of the art rendering engine of a type usually found in entertainment systems. Our aim is to entice students to spend more time programming, by providing them with an enjoyable experience. This paper provides a discussion of the 3D computer game technology employed in our system and presents examples of how this can be exploited to provide engaging exercises to create a rewarding learning experience for our students

A reflective characterisation of occasional user

This work revisits established user classifications and aims to characterise a historically unspecified user category, the Occasional User (OU). Three user categories, novice, intermediate and expert, have dominated the work of user interface (UI) designers, researchers and educators for decades. These categories were created to conceptualise user's needs, strategies and goals around the 80s. Since then, UI paradigm shifts, such as direct manipulation and touch, along with other advances in technology, gave new access to people with little computer knowledge. This fact produced a diversification of the existing user categories not observed in the literature review of traditional classification of users. The findings of this work include a new characterisation of the occasional user, distinguished by user's uncertainty of repetitive use of an interface and little knowledge about its functioning. In addition, the specification of the OU, together with principles and recommendations will help UI community to informatively design for users without requiring a prospective use and previous knowledge of the UI. The OU is an essential type of user to apply user-centred design approach to understand the interaction with technology as universal, accessible and transparent for the user, independently of accumulated experience and technological era that users live in

PenDraw - A Language for Improving Take-Up of SVG

The case is presented for preferring a dedicated Computer Graphics (CG) language to the traditional conventional language plus add-on. PenDraw is presented as an existing language that overcomes many problems of CG add-ons, providing compile-time checking and reduced need for run-time debugging. PenDraw produces well-formed SVG. Evidence is given that PenDraw decreases development costs. Evidence is presented that PenDraw has brought CG programming to a wider ability range of potential users than professional programmers. It is argued that, given its qualities, PenDraw should be able to improve the take-up of CG programming. Such take-up is expected to be slow at first, given the market-place focus on interactivity and 3D. But it is believed that PenDraw's expressive power and cost benefits should lead to growth in its use, and in use of SVG