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Tutorials and code puzzles are commonly used in today's novice programming environments to introduce computer programming to children. While research has explored the effectiveness of each instructional format at teaching different kinds of information independently, little work has explored learners' perceptions of value in each or the strategic decisions users make around the instructional format...
Our previous work has demonstrated that programming completion puzzles enable novice programmers to acquire new programming skills [1]. As shown in Fig. 1, programming completion puzzles ask users to reassemble a block-based program's statements into the correct order. Users use the available blocks in the puzzle statement bin (Fig. 1-A) and place them into the correct order in the puzzle workspace...
Many novice programming environments use puzzle-like approaches to help novice programmers acquire new programming skills independently. Yet, little is known about 1) how puzzles can support effective learning of programming skills and 2) how learning programming using a puzzle-based approach compares to more a traditional tutorial style approach. We conducted a pair of studies to explore these two...
Programmers often re-appropriate code or new programming skills they find in unfamiliar code within their own programs [1], [2]. This process enables programmers, including novices, to acquire new programming knowledge while working on their own programming projects. Unfortunately, novice programmers often have difficultly understanding and integrating existing code into their own programs [3], thereby...
Many programmers, including novices, often attempt to solve their coding problems by searching the web for example code [1]. Because these programmers are invested in their current project, they are motivated to discover a solution to their problem [2]. While searching the web for a solution, they may encounter source code that addresses their issue and also contains programming concepts that are...
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