Learning programming has become increasingly popular, with learners from diverse backgrounds and experiences requiring different support. Programming-process analysis helps to identify solver types and needs for assistance. The study examined students' behavior patterns in programming among beginners and non-beginners to identify solver types,…

Learning analytics (LA) is a significant field of study to examine and identify difficulties the novice programmers face while learning how to program. Despite producing notable research by the community in the specified area, rare work is observed to synthesize these research efforts and discover the dimensions that guide the future research of…

In programming problem solving activities, sometimes, students need feedback to progress in the course, being positively affected by the received feedback. This paper presents an overview of the state of the art and practice of the feedback approaches on introductory programming. To this end, we have carried out a systematic literature mapping to…

Research so far has overlooked the contribution of students' noncognitive factors to their performance in introductory programming in the context of personalized learning support. This study uses learning analytics to design and implement a Dashboard to understand the contribution of introductory programming students' learning motivation,…

In this paper, we provide instructors with an approach for a classroom activity for students in an introductory data science or statistics course who have little or no statistical programming experience. We designed this activity to help students improve their statistical literacy while exploring a social justice problem-the gender wage gap. To…

High attrition and dropout rates are common in introductory programming courses. One of the reasons students drop out is loss of motivation due to the lack of feedback and proper assessment of their progress. Hence, a process-oriented approach is needed in assessing programming progress, which entails examining and measuring students' compilation…

Introductory programming courses typically focus on building generalizable programming knowledge by focusing on a language's syntax and semantics. Assignments often involve "code tracing" problems, where students perform close tracking of code's execution, typically in the context of 'toy' problems. "Reading-first" approaches…

Background: With the increasing interdisciplinarity between computer science (CS) and other fields, a growing number of non-CS students are embracing programming. However, there is a gap in research concerning differences in programming learning between CS and non-CS students. Previous studies predominantly relied on outcome-based assessments,…

Prior programming knowledge of students has a major impact on introductory programming courses. Those with prior experience often seem to breeze through the course. Those without prior experience see others breeze through the course and disengage from the material or drop out. The purpose of this study is to demonstrate that novice student…

We investigate conditions in which novices make some reference errors when programming. We asked students from introductory programming courses to perform a simple code-writing task that required constructing references to objects and their attributes. By experimentally manipulating the nature of the attributes in the tasks, from identifying…

Distributed self-assessments and reflections empower learners to take the lead on their knowledge gaining evaluation. Both provide essential elements for practice and self-regulation in learning settings. Nowadays, many sources for practice opportunities are made available to the learners, especially in the Computer Science (CS) and programming…

Several instructional approaches have been advanced for learning programming. However, effective ways of engaging beginners in programming in K-12 are still unclear, especially among low socioeconomic status learners in technology-deprived learning environments. Understanding the learning path of novice programmers will bridge this gap and explain…

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement)…

Introductory programming courses (CS1) are difficult for novices. Inspired by "Problem solving followed by instruction" and "Productive Failure" approaches, we define an original "necessity-driven" learning design. Students are put in an apparently well-known situation, but this time they miss an essential ingredient…

Students in introductory computer science courses, are learning to program. Indeed, most students perceive that learning to code is the central topic explored in the courses. Students spend an enormous amount of time struggling to learn the syntax and understand semantics of a particular language. Instructors spend a similar amount of time reading…