Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Difficulties in Learning and Teaching Programming—Views of Students and Tutors
Education and Information Technologies
Journal of Computing Sciences in Colleges
Methodology first and language second: a way to teach object-oriented programming
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
A multi-national study of reading and tracing skills in novice programmers
Working group reports from ITiCSE on Innovation and technology in computer science education
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Implications of perspective in teaching objects first and object design
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
From objects-first to design-first with multimedia and intelligent tutoring
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Impact of alternative introductory courses on programming concept understanding
Proceedings of the first international workshop on Computing education research
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Research challenges in embedded and hybrid systems
ACM SIGBED Review
Not seeing the forest for the trees: novice programmers and the SOLO taxonomy
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Adopting XP practices for teaching object oriented programming
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Research perspectives on the objects-early debate
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Day one of the objects-first first course: what to do
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Fundamental concepts of CS1: procedural vs. object oriented paradigm - a case study
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
An objective comparison of languages for teaching introductory programming
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Journal on Educational Resources in Computing (JERIC)
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Comparison of OOP first and OOP later: first results regarding the role of comfort level
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Exploring teachers' attitudes towards object oriented modelling and programming in secondary schools
Proceedings of the Sixth international workshop on Computing education research
Minimally invasive programming courses: learning OOP with(out) instruction
Proceedings of the 42nd ACM technical symposium on Computer science education
What students (should) know about object oriented programming
Proceedings of the seventh international workshop on Computing education research
ACM Transactions on Computing Education (TOCE)
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In this paper, results of an empirical comparison of objects-first vs. objects-later are presented and discussed. The study was carefully designed to align the two approaches so that the comparison is focused on the main difference between the two approaches; that is the different sequence in which topics are taught: object oriented topics from the beginning or not. The study with duration of one year was carried out in a secondary school. In the end, both groups showed the same increase in learning gain, but perceived the difficulty of topics differently. We discuss study design, results and pedagogical implications.