Analyzing the high frequency bugs in novice programs
Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers
Watch what I do: programming by demonstration
Watch what I do: programming by demonstration
Pygmalion: an executable electronic blackboard
Watch what I do
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Consolidate, preserve and build: a tutor training program for a new school
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
Learner-centered design: specifically addressing the needs of learners
ACM SIGCHI Bulletin
Programming by example: novice programming comes of age
Communications of the ACM
Undergraduates in business computing and computer science (poster session)
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
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
IHM '07 Proceedings of the 19th International Conference of the Association Francophone d'Interaction Homme-Machine
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Although computers and programs have now become essential in experimental sciences as analysis or measurement tools, many students still find learning Computer Science is extremely difficult. Many studies have characterized the errors and difficulties encountered by novice programmers. From some years, we explore the use of a particular paradigm, programming by examples, to lower these difficulties.The work being presented here intends to be a first evaluation of this approach, in connection with the difficulties reported by the authors. Two experiments of MELBA, the tool developed in the context of the project, are thus described and discussed.