Learning programming languages through corrective feedback and concept visualisation

Authors:
Christopher Watson;Frederick W. B. Li;Rynson W. H. Lau
Affiliations:
School of Engineering and Computing Sciences, University of Durham, United Kingdom;School of Engineering and Computing Sciences, University of Durham, United Kingdom;Department of Computer Science, City University of Hong Kong, Hong Kong
Venue:
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
Year:
2011

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Abstract

In this paper we address common issues faced by students in programming courses by combining implicit and explicit feedback measures to provide real-time assistance in coding tasks. We also introduce our concept visualisation technique, which aims to visually convey programming concepts and information on the execution state to students. The mapping between game content construction actions and actual source code forms an implicit example-based learning environment, allowing programming concepts to be more clearly conveyed than in conventional integrated development environment (IDE) or static lecture materials. An experimental evaluation of a prototype system suggests the potential of this approach for programming education by scoring highly in terms of both user satisfaction and potential pedagogical capability.