The Role of Domain Expenence in Software Design
IEEE Transactions on Software Engineering - Special issue on artificial intelligence and software engineering
Why looking isn't always seeing: readership skills and graphical programming
Communications of the ACM
What (else) should CS educators know?
Communications of the ACM
The effect of previous software development experience on understanding the object-oriented paradigm
Journal of Computers in Mathematics and Science Teaching
LSCs: Breathing Life into Message Sequence Charts
Formal Methods in System Design
Constructivism in computer science education
Journal of Computers in Mathematics and Science Teaching
From Play-In Scenarios to Code: An Achievable Dream
FASE '00 Proceedings of the Third Internationsl Conference on Fundamental Approaches to Software Engineering: Held as Part of the European Joint Conferences on the Theory and Practice of Software, ETAPS 2000
Come, Let's Play: Scenario-Based Programming Using LSC's and the Play-Engine
Come, Let's Play: Scenario-Based Programming Using LSC's and the Play-Engine
High-School Students' Attitudes Regarding Procedural Abstraction
Education and Information Technologies
Design strategies and knowledge in object-oriented programming: effects of experience
Human-Computer Interaction
IEEE Software
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In this paper we present qualitative findings on the influence of previous programming experience on the learning of the visual, scenario-based programming language of live sequence charts (LSC). Our findings suggest that previous programming experience leads programmers not only to misunderstand or misinterpret concepts that are new to them, but that it can also lead them to actively distort the new concepts in a way that enables them to use familiar programming patterns, rather than exploiting the new ones to good effect. Eventually, this leads to poor usage of some of the new concepts, and also to the creation of programs that behaved differently from what the programmers expected. We also show that previous programming experience can affect programmers' attitude towards new programming concepts. Attitude is known to have an effect on performance. Since LSC and its underlying concepts are of growing popularity in the software engineering community, it is interesting to investigate its learning process. Furthermore, we believe that our findings can shed light on some of the ways by which previous programming experience influences the learning of new programming concepts and paradigms.