A low-level approach to improve programming learning

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/114999
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Title: A low-level approach to improve programming learning
Authors: Gallego-Durán, Francisco J. | Satorre Cuerda, Rosana | Compañ, Patricia | Villagrá-Arnedo, Carlos-José | Molina-Carmona, Rafael | Llorens Largo, Faraón
Research Group/s: Grupo de Investigación en Tecnologías Inteligentes para el Aprendizaje (Smart Learning)
Center, Department or Service: Universidad de Alicante. Departamento de Ciencia de la Computación e Inteligencia Artificial
Keywords: Learning to program | Teaching programming | Universal education access | Computational abilities
Knowledge Area: Ciencia de la Computación e Inteligencia Artificial
Issue Date: 15-Nov-2020
Publisher: Springer Nature
Citation: Universal Access in the Information Society. 2021, 20: 479-493. https://doi.org/10.1007/s10209-020-00775-y
Abstract: Learning to program is becoming a universally desired ability. Discovering better ways to teach programming and improving existing ones is essential to increase its accessibility. At present, most teaching approaches focus on high-level languages and constructs to ease understanding. However, understanding problems seem to persist making the learning process slow and painful. Moreover, mental models developed by students present gaps and misunderstandings that limit their maximum achievable abilities. This paper presents a new approach to teach students bottom-up, starting from machine code and assembler programming. This approach has been tested on first-year university students for two consecutive years. Experimental groups attended a 16 h course the week before their first term at the university. Then, their performance was comparatively measured against the control group through their marks on the introductory Programming 1 subject. Several potential confounding factors were also considered. Results suggested that such a small intervention could have positive, though limited, influence in their programming abilities. The experimental setup is detailed, and all data gathered are included for reproducibility.
Sponsor: This research is partially supported by Cátedra Santander Universidad de Alicante de Transformación Digital.
URI: http://hdl.handle.net/10045/114999
ISSN: 1615-5289 (Print) | 1615-5297 (Online)
DOI: 10.1007/s10209-020-00775-y
Language: eng
Type: info:eu-repo/semantics/article
Rights: © Springer-Verlag GmbH Germany, part of Springer Nature 2020
Peer Review: si
Publisher version: https://doi.org/10.1007/s10209-020-00775-y
Appears in Collections:INV - Smart Learning - Artículos de Revistas

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