TY - GEN
T1 - Comparison Experiment of Learning State Between Visual Programming Language and Text Programming Language
AU - Umezawa, Katsuyuki
AU - Ishii, Yutaka
AU - Nakazawa, Makoto
AU - Nakano, Michiko
AU - Kobayashi, Manabu
AU - Hirasawa, Shigeichi
N1 - Funding Information:
Part of this research was carried out as part of the research project "Research on e-learning for next-generation" of the Waseda Research Institute for Science and Engineering, Waseda University. Part of this work was supported by JSPS KAKENHI Grant Numbers JP20K03082, JPI9HOI721, JPl9K04914, and JP17KOllOl, and Special Account 1010000175806 of the NTT Comprehensive Agreement on Collaborative Research with the Waseda University Research Institute for Science and Engineering. Research leading to this paper was partially supported by the grant as a research working group ICT and Education of JASMIN.
Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - Recently, visual programming languages such as Scratch have been popular among novice programmers. Afterward, they employ text-based programming languages such as C and Java. Nevertheless, there are significant barriers between visual and text-based languages. Thus, it is important to establish a seamless transition from visual to text-based languages. In this study, we clarify the difference in the learning process between visual language and text-based language by measuring brain waves. Specifically, experiments will be conducted to solve problems with various difficulty levels for learning visual and text-based languages. The brain waves will be measured, and the values of β/α will be evaluated. Results show that the values of β/α when solving difficult problems increased in the text-based language, but not in the visual language. This suggests that beginners may be thinking differently in the learning process of visual and text-based languages.
AB - Recently, visual programming languages such as Scratch have been popular among novice programmers. Afterward, they employ text-based programming languages such as C and Java. Nevertheless, there are significant barriers between visual and text-based languages. Thus, it is important to establish a seamless transition from visual to text-based languages. In this study, we clarify the difference in the learning process between visual language and text-based language by measuring brain waves. Specifically, experiments will be conducted to solve problems with various difficulty levels for learning visual and text-based languages. The brain waves will be measured, and the values of β/α will be evaluated. Results show that the values of β/α when solving difficult problems increased in the text-based language, but not in the visual language. This suggests that beginners may be thinking differently in the learning process of visual and text-based languages.
KW - learning analytics
KW - learning state
KW - programming
KW - text language
KW - visual language
UR - http://www.scopus.com/inward/record.url?scp=85125956148&partnerID=8YFLogxK
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U2 - 10.1109/TALE52509.2021.9678608
DO - 10.1109/TALE52509.2021.9678608
M3 - Conference contribution
AN - SCOPUS:85125956148
T3 - TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings
SP - 729
EP - 733
BT - TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021
Y2 - 5 December 2021 through 8 December 2021
ER -