JLcoding Language Tool for Early Programming Learning

This paper proposes a symmetry language of block-based to design novel educational programming called the JLcoding system. JLcoding system helps students convert from a block-based language to a text-based programming language. The interface and function of the system are block-based programs such a...

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Vydané v:Symmetry (Basel) Ročník 14; číslo 7; s. 1405
Hlavní autori: Li, Wei-Ying, Lu, Tzu-Chuen
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Basel MDPI AG 01.07.2022
Predmet:
21st century
Computer programming
Computer science
Confidence
Core curriculum
Knowledge
Learning
Problem solving
Programmers
Programming languages
Researchers
Schools
Software
Students
Symmetry
ISSN:2073-8994, 2073-8994
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Popis
Shrnutí:This paper proposes a symmetry language of block-based to design novel educational programming called the JLcoding system. JLcoding system helps students convert from a block-based language to a text-based programming language. The interface and function of the system are block-based programs such as Scratch, but it is designed with text-based architecture. The system contains graphic teaching to teach the basic knowledge of programming, such that students can maintain interest and confidence when learning computational thinking. The system simultaneously combines the advantages of block-based and text-based programming. This research engaged 41 students who learned block-based programming language as the research objects. The experimental results show that the students can obtain higher post-test scores than the pre-test scores after learning the JLcoding system. The degree of learning progress was not affected by their gender. Additionally, it was discovered that male students have higher confidence in their programming abilities, and students who have learning interests are more motivated to continue learning the program.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2073-8994
2073-8994
DOI:10.3390/sym14071405