Abstract
Some researches on programming education have reported that the aptitude for programming, which determines the achievement results after its learning, is strongly influenced by the learner’s previous ability. In this paper, we analyze the relationship between pre- and post-state of programming learning. Concretely, in order to estimate the pre-state of programming learning, we focus on puzzle-like programming game and discuss the learner’s ability based on its scores. The new contribution of this paper is to clarify whether the learner’s pre-state can be observed in the programming game. This paper takes up a puzzle-like programming game “Algologic” aiming to experience the concept of algorithmic thinking for inexperienced programming learners. This is a simple puzzle game aiming at solving a given task by automatically controlling a robot. This game player designs an autonomous robot by selecting some of the instruction blocks, arranging the blocks in an appropriate order, and giving them to the robot while considering the concept of algorithm. Before students learn the basic of programming, we conducted a test to determine whether algorithms each student gave to the robot were correct or not by utilizing Algologic. Likewise, after students have learned the basic of programming, we conducted a comprehension test to clarify the reachability. This paper reports the investigation result of the relationship between the comprehension of Algologic and the achievement result after learning programming. Analysis results revealed that the results of Algologic test and the achievement results after learning programming were significantly in a positive relationship.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Matsumoto, S., Yamagishi, S., Kashima, T.: Relationship analysis between puzzle-like programming game and achievement result after learning the basic of programming. In: Lecture Notes in Engineering and Computer Science: Proceedings of The International MultiConference of Engineers and Computer Scientists 2018, 14–16 March, 2018, Hong Kong, pp. 168–171 (2018)
Bornat, R., Dehnadi, S.: Mental models, consistency and programming aptitude. In: Conferences in Research and Practice in Information Technology Series, 78, S. pp. 53–61 (2008)
Dehnadi, S., Bornat, R.: The camel has two humps. Internal report, School of Computing, Middlesex University, UK (2006)
Bornat, R.: Camels and humps: a retraction (2014). http://www.eis.mdx.ac.uk/staffpages/r_bornat/papers/camel_hump_retraction.pdf. Acceessed on Nov 2017
Lahtinen, E., Ala-Mutka, K., Jarvinen, H.: A study of the difficulties of novice programmers. ACM Sigcse Bull. 37(3), 14–18 (2005)
Gomes, A., Correia, F., Abreu, P.: Types of assessing student-programming knowledge. In: Frontiers in Education Conference (FIE), 2016 IEEE, pp. 1–8 (2016)
Gomes, A., Santos, A., Paris, C., Martins, N.: Gamification-based E-Learning strategies for computer programming education. Playing with Programming: A Serious Game to Start Programming, pp. 261–277. IGI Global, Pennsylvania (2017)
Wing, J.: Computational thinking. Commun. ACM 49(3), 33–35 (2006)
Brennan, K., Resnick, M.: New frameworks for studying and assessing the development of computational thinking, In AERA 2012 (2012)
Google, Google’s Exploring Computational Thinking. http://www.google.com/edu/computational-thinking/. Accessed on 16 Nov 2017
Kinnunen, P., Malmi, L.: Why students drop out CS1 course? In: Proceedings of the Second International Workshop on Computing Education Research, pp. 97–108 (2006)
Cooper, S., Dann, W., Pausch, R.: Teaching objects-first in introductory computer science. In: Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, pp. 191–195 (2003)
Cheung, J.C., Ngai, G., Chan, S.C., Lau, W.W.: Filling the gap in programming instruction: a text-enhanced graphical programming environment for junior high students. In: Proceedings of the 40th ACM Technical Symposium on Computer Science Education (2009)
Pasternak, E.: Visual Programming Pedagogies and Integrating Current Visual Programming Language Features, Master’s Thesis. Carnegie Mellon University, Robotics Institute Master’s Degree (2009)
Warth, A., Yamamiya, T., Ohshima, Y., Scott, W.: Toward a more scalable end-user scripting language. In: Proceedings of 2nd International Conference on Creating Connecting and Collaborating through Computing 2008, pp. 172–178 (2008)
Google Inc., Blockly: a visual programming editor. https://developers.google.com/blockly/. Accessed on 16 Nov 2017
Ingalls, D., Kaehler, T., Maloney, J., Wallace, S., Kay, A.: Back to the future: the story of squeak, a practical smalltalk writtern in itself. Proc. ACM OOPSLA 1997, 318 (1997)
Fal, M., Cagiltay, N.: How scratch programming may enrich engineering education. In: Proceedings of 2nd International Engineering Education Conference, pp. 107–113 (2012)
Maloney, J., Burd, L., Kafai, Y., Rusk, N., Silverman, B., Resnick, M.: Scratch: a sneak preview. In: Proceedings of 2nd International Conference on Creating Connecting and Collaborating Through Computing, pp. 104–109 (2004)
Harvey, B., Monig, J.: Bringing no ceiling to scratch: can one language serve kids and computer scientists? In: Constructionism 2010 (2010)
Lewis, C.: How programming environment shapes perception, learning and goals: logo vs. scratch. In: Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pp. 346–350 (2010)
Ozoran, D., Cagiltay, N., Topalli, D.: Using scratch in introduction to programming course for engineering students. In: Proceedings of 2nd International Engineering Education Conference, pp. 125–132 (2012)
Scratch Team Lifelong Kindergarten Group MIT Media Lab, Scratch -imagine.program.share- https://scratch.mit.edu. Accessed on 16 Nov 2017
Matsuzawa, Y., Tanaka, Y., Sakai, S.: Measuring an Impact of Block-Based Language in Introductory Programming. In: Brinda, T., Mavengere, N., Haukijarvi, I., Lewin, C., Passey, D. (eds) Stakeholders and Information Technology in Education, SaITE 2016, IFIP Advances in Information and Communication Technology, vol. 493, Springer (2016)
Nishida, T., Harada, A., Yoshida, T., Nakamura, R., et al.: PEN: a Programming Environment for Novices - Overview and Practical Lessons -, EdMedia: World Conference on Educational Media and Technology, pp. 4755–4760 (2008)
Roque, R.V.: OpenBlocks An Extendable Framework for Graphical Block Programming Systems. Electrical Engineering and Computer Sciences - Master’s degree (2007)
Saga, T.: Learning programming with Algologic and programin. J. Wakkanai Hokuseigakuen College 12, 99–111 (2012). In Japanese
Robins, A., Rountree, J., Rountree, N.: Learning and teaching programming: a review and discussion. Comput. Sci. Educ. 13, 137–172 (2003)
Bennedsen, J., Caspersen, M.: Failure rates in introductory programming. ACM SIGCSE Bull. 39(2), 32–36 (2007)
Watson, C., Li, F.: Failure rates in introductory programming revisited. In: Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, pp. 39–44 (2014)
Luxton-Reilly, A.: Learning to program is easy. Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, pp. 284–289 (2016)
Hook, L., Eckerdal, A.: On the bimodality in an introductory programming course: an analysis of student performance factors. In: Proceedings of 2015 International Conference on Learning and Teaching in Computing and Engineering, pp. 79–86 (2015)
Basnet, R., Payne, L., Doleck, T., Lemay, D., Bazelais, P.: Exploring bimodality in introductory computer science performance distributions. Eurasia J. Math. Sci. Technol. Educ. 14(10), em1591 (2018). https://doi.org/10.29333/ejmste/93190
Sagisaka, T., Watanabe, S.: Development and evaluation of a web-based diagnostic system for beginners programming course. J. Jpn Soc. Inf. Syst. Educ. 27(1), 29–38 (2010). In Japanese
Acknowledgements
This work was partly supported by Japan Society for the Promotion of Science, KAKENHI Grant-in-Aid for Scientific Research(C), No.16K01147 and No.17K01164.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Iwamoto, T., Matsumoto, S., Yamagishi, S., Kashima, T. (2020). Pre- and Post-survey of the Achievement Result of Novice Programming Learners - On the Basis of the Scores of Puzzle-Like Programming Game and Exams After Learning the Basic of Programming -. In: Ao, SI., Kim, H., Castillo, O., Chan, As., Katagiri, H. (eds) Transactions on Engineering Technologies. IMECS 2018. Springer, Singapore. https://doi.org/10.1007/978-981-32-9808-8_11
Download citation
DOI: https://doi.org/10.1007/978-981-32-9808-8_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-32-9807-1
Online ISBN: 978-981-32-9808-8
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)