Visual and Textual Programming Languages: A Systematic Review of the Literature

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students at an early age towards studying Computer Science courses. This paper presents a systematic literature review on the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will give insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure

Development and testing of a graphical FORTRAN learning tool for novice programmers

To address the difficulties associated with computer programming, this article first looks at some reasons why students, especially engineering students, find programming such a daunting prospect, and it proposes a programming learning tool managed by a Deterministic Finite Automaton (DFA). The DFA machine used a graphical environment provided by Simulink to teach the FOR-mula TRANslator (FORTRAN) programming language to science students. The proposed programming learning tool and the traditional method of teaching were compared and evaluated. The results of evaluation indicated that there was an improvement in learning effectiveness of the proposed learning tool

The evaluation of a pedagogical-program development environment for Novice programmers : a comparative study

It is an acknowledged fact that many novice programmers experience difficulty in the process of learning to program. One of the contributing factors to this difficulty is the Program Development Environment (PDE). Professional-PDEs are those developed specifically for professional programmers, but are often used by educational institutions in the instruction of programming. It has long been accepted that such environments are inappropriate in the instruction of programming due to unnecessary complexity and lack of support for novice programmers in the learning process. Numerous pedagogical-PDEs supporting the mechanics of programming have been developed in response to this. A review of literature, however, indicates that very limited empirical studies comparing pedagogical-PDEs and professional-PDEs have been conducted. The current study investigates whether there are measurable benefits to using a pedagogical-PDE supporting the mechanics of programming in the instruction of programming instead of a professional-PDE. A comparative study of this nature requires a representative pedagogical-PDE and representative professional-PDE be compared with one another. The first part of the current study determines a set of requirements that a pedagogical- PDE should adhere to based on literature. A set of representative features for a pedagogical-PDE is derived by examining the features of existing PDEs in conjunction with the set of requirements. Based on these features, a pedagogical-PDE, known as SimplifIDE, is developed that implements the representative set of features and that meets are the requirements for a pedagogical-PDE. The second part of the current study is the specification and administration of an empirical experiment in which SimplifIDE and Borland© DelphiTM are compared with one another. A holistic approach in determining the differences between the PDEs is taken and three main areas are examined, namely academic performance, perceptions and programming behavior

A comparison of programming notations for a tertiary level introductory programming course

Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of introductory programming courses. In response, educators must adopt effective methods and strategies that encourage novice programmers to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This thesis investigates the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a tertiary level introductory programming course. The investigation compares the performance achievement of novice programmers using only conventional textual technological support with that of novice programmers using the integrated iconic and conventional textual technological support. In preparation for the investigation, interpretation of existing knowledge on the behaviour of novice programmers while learning to program results in a novel framework of eight novice programmer requirements for technological support in an introductory programming course. This framework is applied in the examination of existing categories of technological support as well as in the design of new technological support for novice programmers learning to program. It thus provides information for the selection of existing and the design of new introductory programming technological support. The findings of the investigation suggest strong evidence that performance achievement of novice programmers in a tertiary level introductory programming course improves significantly with the inclusion of iconic technological support in the teaching model. The benefits are particularly evident in the portion of the novice programmer population who have been identified as being at risk of being successful in the course. Novice programmers identified as being at risk perform substantially better when using iconic technological support concurrently with conventional textual technological support than their equals who use only the latter form. Considerably more at risk novice programmers using the integrated form of technological support are in fact successful in the introductory programming course when compared with their counterparts who use conventional textual technological support only. The contributions of this thesis address deficiencies existing in current documented research. These contributions are primarily apparent in a number of distinct areas, namely: • formalisation of a novel framework of novice programmer requirements for technological support in an introductory programming course; • application of the framework as a formal evaluation technique; • application of the framework in the design of a visual iconic programming notation and development environment; • enhancement of existing empirical evidence and experimental research methodology typically applied to studies in programming; as well as • a proposal for a modified introductory programming course teaching model. The thesis has effectively applied substantial existing research on the cognitive model of the novice programmer as well as that on experimental technological support. The increase of throughput to a recommended rate of 75 percent in the tertiary level introductory programming course at the University of Port Elizabeth is attributed solely to the incorporation of iconic technological support in the teaching model of the course

Proceedings of the Second Program Visualization Workshop, 2002

The Program Visualization Workshops aim to bring together researchers who design and construct program visualizations and, above all, educators who use and evaluate visualizations in their teaching. The first workshop took place in July 2000 at Porvoo, Finland. The second workshop was held in cooperation with ACM SIGCSE and took place at HornstrupCentret, Denmark in June 2002, immediately following the ITiCSE 2002 Conference in Aarhus, Denmark

A Programming System for End-user Functional Programming

This research involves the construction of a programming system, HASKEU, to support end-user programming in a purely functional programming language. An end-user programmer is someone who may program a computer to get their job done, but has no interest in becoming a computer programmer. A purely functional programming language is one that does not require the expression of statement sequencing or variable updating. The end-user is offered two views of their functional program. The primary view is a visual one, in which the program is presented as a collection of boxes (representing processes) and lines (representing data flow). The secondary view is a textual one, in which the program is presented as a collection of written function definitions. It is expected that the end-user programmer will begin with the visual view, perhaps later moving on to the textual view. The task of the programming system is to ensure that the visual and textual views are kept consistent as the program is constructed. The foundation of the programming system is a implementation of the Model-View-Controller (MVC) design pattern as a reactive program using the elegant Functional Reactive Programming (FRP) framework. Human-Computer Interaction (HCI) principles and methods are considered in all design decisions. A usabilty study was made to find out the effectiveness of the new system

Using an e-learning tool to overcome difficulties in learning object-oriented programming

This study was motivated by the need to overcome the pedagogical hindrances experienced by introductory object-oriented programming students in order to address the high attrition rate evident among novice programmers in distance education. The initial phase of the research process involved exploring a variety of alternative visual programming environments for novices. Thereafter the selection process detailed several requirements that would define the ideal choice of the most appropriate tool. An educational tool Raptor was selected. Lastly, the core focus of this mixed method research was to evaluate undergraduate UNISA students’ perceptions of the Raptor e-learning tools with respect to the perceived effectiveness in enhancing novices’ learning experience, in an attempt to lower the barriers to object-oriented programming. Students’ perceptions collectively of the Raptor visual tool were positive and despite the fact that the sample size was too small to achieve statistical significance, these quantitative and qualitative results provide the practical basis for implementing Raptor in future. Thus providing learning opportunities suited to learner interests and needs, can lead to an enormous potential to stimulate individuals’ motivation and development in creating a more positive learning experience to overcome barriers in programming and enhance concept understanding to address the diverse needs of students in distance education that could lead to a reduced dropout rate.ComputingM. Sc. (Computing

Listening-Mode-Centered Sonification Design for Data Exploration

Grond F. Listening-Mode-Centered Sonification Design for Data Exploration. Bielefeld: Bielefeld University; 2013.From the Introduction to this thesis: Through the ever growing amount of data and the desire to make them accessible to the user through the sense of listening, sonification, the representation of data by using sound has been subject of active research in the computer sciences and the field of HCI for the last 20 years. During this time, the field of sonification has diversified into different application areas: today, sound in auditory display informs the user about states and actions on the desktop and in mobile devices; sonification has been applied in monitoring applications, where sound can range from being informative to alarming; sonification has been used to give sensory feedback in order to close the action and perception loop; last but not least, sonifications have also been developed for exploratory data analysis, where sound is used to represent data with unknown structures for hypothesis building. Coming from the computer sciences and HCI, the conceptualization of sonification has been mostly driven by application areas. On the other hand, the sonic arts who have always contributed to the community of auditory display have a genuine focus on sound. Despite this close interdisciplinary relation of communities of sound practitioners, a rich and sound- (or listening)-centered concept about sonification is still missing as a point of departure for a more application and task overarching approach towards design guidelines. Complementary to the useful organization along fields of applications, a conceptual framework that is proper to sound needs to abstract from applications and also to some degree from tasks, as both are not directly related to sound. I hence propose in this thesis to conceptualize sonifications along two poles where sound serves either a normative or a descriptive purpose. In the beginning of auditory display research, a continuum between a symbolic and an analogic pole has been proposed by Kramer (1994a, page 21). In this continuum, symbolic stands for sounds that coincide with existing schemas and are more denotative, analogic stands for sounds that are informative through their connotative aspects. (compare Worrall (2009, page 315)). The notions of symbolic and analogic illustrate the struggle to find apt descriptions of how the intention of the listener subjects audible phenomena to a process of meaning making and interpretation. Complementing the analogic-symbolic continuum with descriptive and normative purposes of displays is proposed in the light of the recently increased research interest in listening modes and intentions. Similar to the terms symbolic and analogic, listening modes have been discussed in auditory display since the beginning usually in dichotomic terms which were either identified with the words listening and hearing or understood as musical listening and everyday listening as proposed by Gaver (1993a). More than 25 years earlier, four direct listening modes have been introduced by Schaeffer (1966) together with a 5th synthetic mode of reduced listening which leads to the well-known sound object. Interestingly, Schaeffer’s listening modes remained largely unnoticed by the auditory display community. Particularly the notion of reduced listening goes beyond the connotative and denotative poles of the continuum proposed by Kramer and justifies the new terms descriptive and normative. Recently, a new taxonomy of listening modes has been proposed by Tuuri and Eerola (2012) that is motivated through an embodied cognition approach. The main contribution of their taxonomy is that it convincingly diversifies the connotative and denotative aspects of listening modes. In the recently published sonification handbook, multimodal and interactive aspects in combination with sonification have been discussed as promising options to expand and advance the field by Hunt and Hermann (2011), who point out that there is a big need for a better theoretical foundation in order to systematically integrate these aspects. The main contribution of this thesis is to address this need by providing alternative and complementary design guidelines with respect to existing approaches, all of which have been conceived before the recently increased research interest in listening modes. None of the existing contributions to design frameworks integrates multimodality, and listening modes with a focus on exploratory data analysis, where sonification is conceived to support the understanding of complex data potentially helping to identify new structures therein. In order to structure this field the following questions are addressed in this thesis: • How do natural listening modes and reduced listening relate to the proposed normative and descriptive display purposes? • What is the relationship of multimodality and interaction with listening modes and display purposes? • How can the potential of embodied cognition based listening modes be put to use for exploratory data sonification? • How can listening modes and display purposes be connected to questions of aesthetics in the display? • How do data complexity and Parameter-mapping sonification relate to exploratory data analysis and listening modes