Teaching programming with an event-driven programming language – problems and considerations. University of Wales Institute Cardiff Cardiff School of Management. Jason Williams [email protected]Richard Adlam [email protected]Lynne Norris-Jones [email protected]Kelvin Hughes [email protected]
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Teaching programming with an event-driven programming language – problems and considerations. University of Wales Institute Cardiff Cardiff School of Management.
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Teaching programming with an event-driven programming language – problems and considerations.
University of Wales Institute CardiffCardiff School of Management.
Event driven programming is commonly used as a first language.
Novel interfaces with controls helps in gaining the students interest.
Develop small applications in a relatively short amount of time.
Industry often demands students with skills in visual programming languages.
Introduction
Perceived problems “Focus on the controls, events and properties.” “Less focus on basic constructs of sequence,
selection and iteration.” “Undermines logic of programming for future
work.”
Introduction
Aim Document the problems associated with
teaching programming using event driven programming languages.
Evaluate teaching programming with and without the tools.
Develop a model for teaching using an event driven programming language.
Method
Method Students for 2006 (n=41) and 2007 (n=60) intake 2006 with controls, 2007 without Results for first 3 assignments Questionnaire Mann-Whitney analysis Interview
Mixed-method approach try to neutralise bias
Results – Assignment Marks
Results
Assignment Questions Sets of questions to do each week for
Assignment 1&2. Similar questions, but 2007 didn’t use controls. Assignment 3 – similar assignment with both
2006 students thought they understood programming by end of 1st term. Marks would disagree. False sense of understanding.
2006 students thought that they could develop a program using 1 control (20% difference). Actually no need for any controls. Differentiation between programming and controls.
Results - QuestionnairesPerceptions - What do students think of EDPL6. I felt more comfortable setting control properties rather than
programming in VB.
7. You don’t need controls in VB to program.
8. Setting control properties in VB is as important as the programming.
9. I spend just as much time on designing the screen in VB as I do with programming.
10. I spend a lot of time on designing the user interface in VB when I program.
“Setting control properties in VB is as important as the programming.”
64.1% of 2006 students agreed Too much focus on controls
“I spend a lot of time on designing the user interface in VB when I program.”
Large percentage of students agreed with this Over emphasis on moving controls around
Results - Questionnaires
“You don’t need controls in VB to program.” Students think that controls are always needed Unaware of running programs without controls Surprising for 2007 students
Results - QuestionnairesConfusion - Do controls in EDPL confuse students?11. I found the controls in VB confusing.
12. I found it difficult to understand how the programming linked to controls in VB.
13. I can change the appearance of controls through programming in VB.
14. I feel that the controls in VB are difficult to use.
15. I try not to use too many controls in VB when I program.
“I find it easier to program in VB without using controls.” Most students disagreed with this More so with 2007 students
“I design the screen in VB before thinking about the programming.”
2006 students focused more on screen design 2007 students disagreed No student strongly disagreed – worrying!
Results - Questionnaires“The layout of the form is more important than the
programming in VB.” More 2007 students agreed with this 2006 students disagreed Undermines findings so far, but interesting area for
further study?
“Controls are as important as the programming in VB.” All students recognise the importance of controls in VB
Results - Interviews
Results - Interviews
“I found it easier without controls.”
“I’d like to do some more proper programming.”
“I was OK until we started using text boxes and stuff.”
“I spent far too long on designing the screen.”
“I liked creating the interface more than the programming.”
Results - Interviews
Themes Initially, controls confused students. Students spent far too much time designing the
interface. 2007 students comfortable with the basic
programming constructs. Enjoyed creating the screen, apart form above
issues.
Results - Interviews
Themes Discussion on what was more important –
controls/programming. 2007 students more comfortable with
programming environment. 2006 students struggled linking code to the
controls.
Discussion
Discussion
No significant differences with results, but an overall increase in marks with 2007 students.
More A grade students and less failures in 2007. 2007 students had a clearer understanding on
how controls were used with programming. Students enjoyed using controls.
Discussion The addition of controls took focus away from
the programming and all students focused more on the design.
2007 students could program better with controls.
All students, once shown controls, spent a lot of time on designing screens.
2007 students had a better understanding of programming.
Conclusions
Conclusions
Event driven programming languages make programming interesting for students.
Too much attention on controls confuses/distract students.
Controls introduced after understanding the basics.
Conclusions
“In my experience the biggest deficiency with many programmers taken on from universities is probably their lack of analysis skills in being able to develop appropriate algorithms. This may stem from an over-emphasis on interface development skills at university.”
Software Development Manager with Logicom
Teaching programming with an event-driven programming language – problems and considerations.
University of Wales Institute CardiffCardiff School of Management.