Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
Identifying potential to acquire programming skill
Communications of the ACM
Difficulties in Learning and Teaching Programming—Views of Students and Tutors
Education and Information Technologies
Reviewing Software Diagrams: A Cognitive Study
IEEE Transactions on Software Engineering
Revealing the programming process
Proceedings of the 36th SIGCSE technical symposium on 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
Predictors of success in a first programming course
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Grand Challenges in Computing: Education---A Summary
The Computer Journal
Failure rates in introductory programming
ACM SIGCSE Bulletin
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
STREAM: A First Programming Process
ACM Transactions on Computing Education (TOCE)
A layered reference model of the brain (LRMB)
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
Experiences With Online Programming Examinations
IEEE Transactions on Education
Sequential Programming Instruction and Gender Differences
IEEE Transactions on Education
Hi-index | 0.00 |
Identifying the set of cognitive processes (CPs) a student can go through during computer programming is an interesting research problem. It can provide a better understanding of the human aspects in computer programming process and can also contribute to the computer programming education in general. The study identified the presence of a set of 42 CPs in computer programming (C language). The study used Verbal Protocol Analysis (VPA) in identifying these CPs. It is a qualitative study on the Verbal Protocols (VPs) of 19 students. Some of the CPs have been inferred by referring to the literature and some have been additionally identified by this study. The additional CPs found are confusion, hypothesis, interrogation, iteration, monitoring, recollection, recurrence, and translation. It is observed that programming involves the interplay of lower and higher CPs and needs various cognitive skills, which increase the processing load on the brain and make the programming process difficult and complex to learn and practice. The same set of CPs was found in both the effective and ineffective subjects. The research results can provide deeper knowledge to teachers on cognitive aspects of programming and the cognitive behavior of students during the programming process.