Analysis of the learning effects between text-based and visual-based beginner programming environments

Daisuke Saito; Hironori Washizaki; Yoshiaki Fukazawa

doi:10.1109/ICEED.2016.7856073

Analysis of the learning effects between text-based and visual-based beginner programming environments

Daisuke Saito, Hironori Washizaki, Yoshiaki Fukazawa

研究成果

5 被引用数 (Scopus)

抄録

Although different programming environments have been developed to teach programming to beginners, the programming environment most suitable for introductory education is unknown in terms of the programming method such as text or visual. This study applies programming learning using a digital game, Minecraft, to compare the learning effect of textbased and visual-based programming in the LUA programming environment provided by a Minecraft extension. Both methods have certain learning effects, but visual-based programming has more significance than text-based programming on the attitude toward programming, indicating that visual-based programming is superior to text-based programming in introductory education.

本文言語	English
ホスト出版物のタイトル	2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016
出版社	Institute of Electrical and Electronics Engineers Inc.
ページ	208-213
ページ数	6
ISBN（電子版）	9781509015955
DOI	https://doi.org/10.1109/ICEED.2016.7856073
出版ステータス	Published - 2017 2月 14
イベント	8th IEEE International Conference on Engineering Education, ICEED 2016 - Kuala Lumpur, Malaysia 継続期間: 2016 12月 7 → 2016 12月 8

Other

Other	8th IEEE International Conference on Engineering Education, ICEED 2016
国/地域	Malaysia
City	Kuala Lumpur
Period	16/12/7 → 16/12/8

ASJC Scopus subject areas

教育
工学（その他）

文献へのアクセス

10.1109/ICEED.2016.7856073

他のファイルとリンク

引用スタイル

Saito, D., Washizaki, H., & Fukazawa, Y. (2017). Analysis of the learning effects between text-based and visual-based beginner programming environments. In 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016 (pp. 208-213). [7856073] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ICEED.2016.7856073

Analysis of the learning effects between text-based and visual-based beginner programming environments. / Saito, Daisuke ; Washizaki, Hironori ; Fukazawa, Yoshiaki.

2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016. Institute of Electrical and Electronics Engineers Inc., 2017. p. 208-213 7856073.

研究成果

Saito, D , Washizaki, H & Fukazawa, Y 2017, Analysis of the learning effects between text-based and visual-based beginner programming environments. in 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016., 7856073, Institute of Electrical and Electronics Engineers Inc., pp. 208-213, 8th IEEE International Conference on Engineering Education, ICEED 2016, Kuala Lumpur, Malaysia, 16/12/7. https://doi.org/10.1109/ICEED.2016.7856073

Saito D , Washizaki H , Fukazawa Y. Analysis of the learning effects between text-based and visual-based beginner programming environments. In 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016. Institute of Electrical and Electronics Engineers Inc. 2017. p. 208-213. 7856073 doi: 10.1109/ICEED.2016.7856073

Saito, Daisuke ; Washizaki, Hironori ; Fukazawa, Yoshiaki. / Analysis of the learning effects between text-based and visual-based beginner programming environments. 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016. Institute of Electrical and Electronics Engineers Inc., 2017. pp. 208-213

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Analysis of the learning effects between text-based and visual-based beginner programming environments

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Other

ASJC Scopus subject areas

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