Skip to main content
SpringerLink
Log in

Engagement Taxonomy for Introductory Programming Tools: Failing to Tackle the Problems of Comprehension

  • Conference paper
  • First Online:
Informatics in Schools. Engaging Learners in Computational Thinking (ISSEP 2020)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 12518))

Abstract

A large number of introductory programming environments for K-12 education have become widely used across the world. One of the main ideas behind these environments is introducing basic programming concepts more effectively by incorporating different visualization strategies. There have been attempts to classify introductory programming tools, however, certain critical aspects have not yet been discussed within the existing classifications, especially those related to user engagement in the programming environment. In this paper we introduce an engagement taxonomy for introductory programming tools (ETIP) built on a concept of engagement taxonomy for software visualization and previous classifications of programming learning tools. The new taxonomy is then used to inclusively review introductory programming environments for secondary education used today with a focus on user engagement in a learning environment. Our review illustrates how majority of introductory programming tools do not fully explore the ways visualizations could help with tackling the problems of beginner programming comprehension. There is still a lack of knowledge about the importance of the level of engagement in visual introductory programming tools and the suggested taxonomy could be used for future research of computer science education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Brown, N.C., Altadmri, A.: Investigating novice programming mistakes: educator beliefs vs. student data. In: Proceedings of the Tenth Annual Conference on International Computing Education Research, pp. 43–50, July 2014

    Google Scholar 

  • Duncan, C., Bell, T., Tanimoto, S.: Should your 8-year-old learn coding? In: Proceedings of the 9th Workshop in Primary and Secondary Computing Education, pp. 60–69, November 2014

    Google Scholar 

  • Grover, S., Basu, S.: Measuring student learning in introductory block-based programming: examining misconceptions of loops, variables, and boolean logic. In: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, pp. 267–272, March 2017

    Google Scholar 

  • Hidalgo-Céspedes, J., Marín-Raventós, G., Lara-Villagrán, V.: Learning principles in program visualizations: a systematic literature review. In: 2016 IEEE Frontiers in Education Conference (FIE), pp. 1–9. IEEE, October 2016

    Google Scholar 

  • Hundhausen, C.D., Douglas, S.A., Stasko, J.T.: A meta-study of algorithm visualization effectiveness. J. Vis. Lang. Comput. 13(3), 259–290 (2002)

    Article  Google Scholar 

  • João, P., Nuno, D., Fábio, S.F., Ana, P.: A cross-analysis of block-based and visual programming apps with computer science student-teachers. Educ. Sci. 9(3), 181 (2019)

    Article  Google Scholar 

  • Karavirta, V., Shaffer, C.A.: JSAV: the JavaScript algorithm visualization library. In: Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 159–164. July 2013

    Google Scholar 

  • Kelleher, C., Pausch, R.: Lowering the barriers to programming: a taxonomy of programming environments and languages for novice programmers. ACM Comput. Surv. (CSUR) 37(2), 83–137 (2005)

    Article  Google Scholar 

  • Lister, R., et al.: A multi-national study of reading and tracing skills in novice programmers. ACM SIGCSE Bull. 36(4), 119–150 (2004)

    Article  Google Scholar 

  • Luxton-Reilly, A., et al.: Introductory programming: a systematic literature review. In: Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, pp. 55–106, July 2018

    Google Scholar 

  • Mladenović, M., Boljat, I., Žanko, Ž.: Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level. Educ. Inf. Technol. 23(4), 1483–1500 (2017). https://doi.org/10.1007/s10639-017-9673-3

    Article  Google Scholar 

  • Myller, N., Bednarik, R., Sutinen, E., Ben-Ari, M.: Extending the engagement taxonomy: software visualization and collaborative learning. ACM Trans. Comput. Educ. (TOCE) 9(1), 1–27 (2009)

    Article  Google Scholar 

  • Naps, T.L., et al.: Exploring the role of visualization and engagement in computer science education. In: Working Group Reports from ITiCSE on Innovation and Technology in computer Science Education, pp. 131–152 (2002)

    Google Scholar 

  • Papert, S.: Mindstorms: Computers, children, and Powerful Ideas, p. 255. Basic Books, New York (1980)

    Google Scholar 

  • Qian, Y., Lehman, J.: Students’ misconceptions and other difficulties in introductory programming: a literature review. ACM Trans. Comput. Educ. (TOCE) 18(1), 1–24 (2017)

    Article  Google Scholar 

  • Rijke, W.J., Bollen, L., Eysink, T.H., Tolboom, J.L.: Computational thinking in primary school: an examination of abstraction and decom-position in different age groups. Inf. Educ. 17(1), 77 (2018)

    Google Scholar 

  • Saito, D., Sasaki, A., Washizaki, H., Fukazawa, Y., Muto, Y.: Program learning for beginners: survey and taxonomy of programming learning tools. In: 2017 IEEE 9th International Conference on Engineering Education (ICEED), pp. 137–142. IEEE, November 2017

    Google Scholar 

  • Simon. Assignment and sequence: why some students can’t recognise a simple swap. In: Proceedings of the 11th Koli Calling International Conference on Computing Education Research (Koli Calling 2011). Association for Computing Machinery, New York, NY, USA, pp. 10–15 (2011). https://doi.org/10.1145/2094131.2094134

  • Sorva, J., Karavirta, V., Malmi, L.: A review of generic program visualization systems for introductory programming education. ACM Trans. Comput. Educ. (TOCE) 13(4), 1–64 (2013)

    Article  Google Scholar 

  • Thomas, L., Ratcliffe, M., Thomasson, B.: Scaffolding with object diagrams in first year programming classes: some unexpected results. ACM SIGCSE Bull. 36(1), 250–254 (2004)

    Article  Google Scholar 

  • Urquiza-Fuentes, J., Velázquez-Iturbide, J.Á.: A survey of successful evaluations of program visualization and algorithm animation systems. ACM Trans. Comput. Educ. (TOCE) 9(2), 1–21 (2009)

    Article  Google Scholar 

  • Vieira, E.A.O., Da Silveira, A.C., Martins, R.X.: Heuristic evaluation on usability of educational games: a systematic review. Inf. Educ. 18(2), 427–442 (2019)

    Google Scholar 

  • Weintrop, D., Wilensky, U.: Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms. Comput. Educ. 142, 103646 (2019)

    Article  Google Scholar 

  • Xu, Z., Ritzhaupt, A.D., Tian, F., Umapathy, K.: Block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study. Comput. Sci. Educ. 29(2–3), 177–204 (2019)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute of Data Science and Digital Technologies, Vilnius University, Vilnius, Lithuania

    Tomas Šiaulys

Authors
  1. Tomas Šiaulys
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tomas Šiaulys .

Editor information

Editors and Affiliations

  1. Tallinn University, Tallinn, Estonia

    Külli Kori

  2. Tallinn University, Tallinn, Estonia

    Mart Laanpere

Appendices

Appendix 1

General information of introductory programming environments for K-12 sorted by the age of target audience.

Appendix 2

Classification of introductory programming tools for K-12 education.

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Šiaulys, T. (2020). Engagement Taxonomy for Introductory Programming Tools: Failing to Tackle the Problems of Comprehension. In: Kori, K., Laanpere, M. (eds) Informatics in Schools. Engaging Learners in Computational Thinking. ISSEP 2020. Lecture Notes in Computer Science(), vol 12518. Springer, Cham. https://doi.org/10.1007/978-3-030-63212-0_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-63212-0_8

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-63211-3

  • Online ISBN: 978-3-030-63212-0

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation