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Journal articles on the topic 'Novice programmer'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yarmish, Gavriel, and Danny Kopec. "Revisiting novice programmer errors." ACM SIGCSE Bulletin 39, no. 2 (2007): 131–37. http://dx.doi.org/10.1145/1272848.1272896.

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2

Yulianto, Budi, Harjanto Prabowo, Raymond Kosala, and Manik Hapsara. "Novice Programmer = (Sourcecode) (Pseudocode) Algorithm." Journal of Computer Science 14, no. 4 (2018): 477–84. http://dx.doi.org/10.3844/jcssp.2018.477.484.

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3

Bishop-Clark, Catherine. "Protocol analysis of a novice programmer." ACM SIGCSE Bulletin 24, no. 3 (1992): 14–18. http://dx.doi.org/10.1145/142040.142052.

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4

Nurulain Mohd Rum, Siti, and Maslina Zolkepli. "Metacognitive Strategies in Teaching and Learning Computer Programming." International Journal of Engineering & Technology 7, no. 4.38 (2018): 788. http://dx.doi.org/10.14419/ijet.v7i4.38.27546.

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It has been noted that teaching and learning programming is challenging in computer science education and that this is a universal problem. To understand and to code programs are perceived as being very challenging in computer science education. This is due to the demand for practical ability rather than theory alone. Studies have revealed that students with metacognitive management skills perform well in programming compared to lower-performing students. The more difficult the programming activity, the greater the need for the programmer to own metacognitive control skills. The cognitive proc

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5

McCall, Davin, and Michael Kölling. "A New Look at Novice Programmer Errors." ACM Transactions on Computing Education 19, no. 4 (2019): 1–30. http://dx.doi.org/10.1145/3335814.

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6

Ebrahimi, Alireza. "Novice programmer errors: language constructs and plan composition." International Journal of Human-Computer Studies 41, no. 4 (1994): 457–80. http://dx.doi.org/10.1006/ijhc.1994.1069.

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7

Rodrigo, Ma Mercedes T., Ryan S. Baker, Matthew C. Jadud, et al. "Affective and behavioral predictors of novice programmer achievement." ACM SIGCSE Bulletin 41, no. 3 (2009): 156–60. http://dx.doi.org/10.1145/1595496.1562929.

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8

Sollohub, Curtis. "Programming Templates: Professional Programmer Knowledge Needed By the Novice." Computer Science Education 2, no. 3 (1991): 255–66. http://dx.doi.org/10.1080/0899340910020306.

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9

Kranch, Douglas A. "Teaching the novice programmer: A study of instructional sequences and perception." Education and Information Technologies 17, no. 3 (2011): 291–313. http://dx.doi.org/10.1007/s10639-011-9158-8.

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10

Karsten, Rex, and Shashidhar Kaparthi. "Using dynamic explanations to enhance novice programmer instruction via the WWW." Computers & Education 30, no. 3-4 (1998): 195–201. http://dx.doi.org/10.1016/s0360-1315(97)00063-8.

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11

de Raadt, Michael. "A Review of Australasian Investigations into Problem Solving and the Novice Programmer." Computer Science Education 17, no. 3 (2007): 201–13. http://dx.doi.org/10.1080/08993400701538104.

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12

Park, Se Myung. "Outlining Tool as an Easy-to-Use Designing Tool for a Novice Programmer." Journal of Korea Multimedia Society 18, no. 12 (2015): 1528–37. http://dx.doi.org/10.9717/kmms.2015.18.12.1528.

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13

Drey, Zoé, and Charles Consel. "Taxonomy-driven prototyping of home automation applications: A novice-programmer visual language and its evaluation." Journal of Visual Languages & Computing 23, no. 6 (2012): 311–26. http://dx.doi.org/10.1016/j.jvlc.2012.07.002.

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14

Ramalingam, Vennila, and Susan Wiedenbeck. "Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy." Journal of Educational Computing Research 19, no. 4 (1998): 367–81. http://dx.doi.org/10.2190/c670-y3c8-ltj1-ct3p.

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15

Dar, Muneer Ahmad, and Javed Parvez. "Novel Techniques to Enhance the Security of Smartphone Applications." International Journal of Interactive Mobile Technologies (iJIM) 10, no. 4 (2016): 32. http://dx.doi.org/10.3991/ijim.v10i4.5869.

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<p class="Author"><span>Smart phones have already become an important part of our lives. Smartphone is in the hands of millions of novice users who are unaware of the security concerns they may face. In order to address the security concerns of the millions of users, we propose and implement three novel techniques to enhance the security of these Smartphone’s. The first Technique is Need based Security (NBS) wherein we take away the flexibility from the programmer and give the control to the users who can decide whether to permit the application to access any of the resources or no

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16

WaiShiang, Cheah, Aida Shafreena bt Ahmad Puad, Puah Chin Hong, and Alfian Abdul Halin. "Agent-Oriented Requirement Engineering for Mobile Application Development." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 6 (2017): 32. http://dx.doi.org/10.3991/ijim.v11i6.6760.

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<span>Mobile application development is receiving much attention nowadays. With the enhancement of mobile application tools like an Android studio, etc. and kinds of online support, the development of the mobile application is getting easier. Indeed, mobile application development is not a trivial task. When given a particular problem, a novice mobile programmer will commonly sketch the mobile interface followed by coding. The rapid prototyping technique and trial from errors have led to issues such as poor domain understanding. We argue that a complete understanding of the domain is nee

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17

Rodríguez-Ponce, Rafael, and Francisco Gustavo Mota-Muñoz. "Microcontroller-Based Direct Torque Control Servodrive." Journal of Robotics 2020 (February 8, 2020): 1–11. http://dx.doi.org/10.1155/2020/9152494.

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Robot technology has become an integral part of the automotive industry in several tasks such as material handling, welding, painting, and part assembly. Therefore, the knowledge and skills to control the electric motors in these manipulators are essential for undergraduate electrical engineering students. Currently, the digital signal processor (DSP) is the core chip in industrial motor-control drives; however, the implementation of DSP control algorithms can be quite challenging for an experienced programmer, even more so for the novice. Considerable research has been done on this topic, alt

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18

Vassilev, Tzvetomir I. "An Approach to Teaching Introductory Programming for IT Professionals Using Games." International Journal of Human Capital and Information Technology Professionals 6, no. 1 (2015): 26–38. http://dx.doi.org/10.4018/ijhcitp.2015010103.

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This paper addresses the difficulties of teaching introductory programming to students in the field of information technologies and computer science. It reviews several existing approaches to make learning programming more attractive: using games or programmatically controlled hardware devices. The author believes that programming moving virtual actors motivates most of the students to learn programming. Moreover, seeing moving visual objects on the computer screen makes it easier for the students to perceive the mistakes in their code and correct them. However, writing such programs without a

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19

Smith, Philip A., and Geoffrey I. Webb. "The Efficacy of a Low-Level Program Visualization Tool for Teaching Programming Concepts to Novice C Programmers." Journal of Educational Computing Research 22, no. 2 (2000): 187–215. http://dx.doi.org/10.2190/n0vv-0p48-xj9g-f8wv.

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It is widely agreed that learning to program is difficult. Program visualization tools make visible aspects of program execution which are often hidden from the user. While several program visualization tools aimed at novice programmers have been developed over the past decade there is little empirical evidence showing that novices actually benefit from their use [1]. In this article we describe a “Glass-box Interpreter” called Bradman. An experiment is presented which tests the efficacy of Bradman in assisting novice programmers learn programming concepts. We show that students that used the

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20

Vasilopoulos, Ioannis V., and Paul van Schaik. "Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice Programmers." Journal of Educational Computing Research 57, no. 5 (2018): 1227–59. http://dx.doi.org/10.1177/0735633118781776.

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This article discusses the design and implementation of a new programming tool for Greek novices as a means to improve introductory programing instruction in Greece. We implemented Koios, a new highly interactive and visual programming tool for Greek novices, based on the body of research in the field of psychology of programming. The main contribution of this article is the empirical demonstration of the benefit of this tool in novice programming, compared with two other popular programming tools for Greek novices. The results show that users of Koios performed significantly better than users

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21

Müller, Luana, Milene Selbach Silveira, and Clarisse S. de Souza. "Source Code Comprehension and Appropriation by Novice Programmers: Understanding Novice Programmers’ Perception about Source Code Reuse." Journal of Interactive Systems 10 (December 20, 2019): 96. http://dx.doi.org/10.5753/jis.2019.556.

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Software development practices rely extensively on reusing source code written by other programmers. One of the recurring questions about such practice is how much programmers, acting as users of somebody else’s code, really understand the source code that they inject it in their programs. The question is even more important for novices, who are trying to learn what programming is and how it should be practiced on a larger scale. In this paper we present the results of an ongoing research using a semiotic approach to investigate how novice programmers reuse source code, and how, through messag

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22

Ahoud Alhazmi, Rafika Maaroufi, Ahoud Alhazmi, Rafika Maaroufi. "The Impact of Guided Metacognitive Feedback on Novice Programmers Using Learning by Teaching Environment." journal of King Abdulaziz University Computing and Information Technology Sciences 8, no. 2 (2019): 13–31. http://dx.doi.org/10.4197/comp.8-2.2.

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Learning-by-teaching is a powerful approach that enhances students to think deeply, orally and repeatedly. Several computer-based systems have been implemented where students play the teacher role and virtual agents play the tutee role. The existing systems focus on various domains, but none of them has considered programming problem solving. Additionally, the majority of these systems did not provide metacognitive support. They only focus on providing feedback as correct answers, and this type of feedback is called knowledge of correct response. However, this paper explores the influence of g

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23

Layton, Terre L., Newton C. Ellis, and R. Dale Huchingson. "A Delphi Algorithm that Integrates Knowledge for Expert System Development." Proceedings of the Human Factors Society Annual Meeting 33, no. 17 (1989): 1159. http://dx.doi.org/10.1518/107118189786758094.

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A rapid growth of expert system development in various fields of study will likely occur in this decade. Two prerequisites are needed in order for this to happen: strong social need and technical feasibility. Given that both factors presently exist, a few areas where expert systems can help significantly include: (1) providing an interactively accessible source of updated and well-organized knowledge, and (2) assisting a user in decision making. The current research reviews areas of Artificial Intelligence that relate to the process of knowledge acquisition for expert systems. Until very recen

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24

Haduong, Paulina. "“I like computers. I hate coding”: a portrait of two teens’ experiences." Information and Learning Sciences 120, no. 5/6 (2019): 349–65. http://dx.doi.org/10.1108/ils-05-2018-0037.

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Purpose Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language. Design/methodolog

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25

Chiu, Chiung-Fang, and Hsing-Yi Huang. "Guided Debugging Practices of Game Based Programming for Novice Programmers." International Journal of Information and Education Technology 5, no. 5 (2015): 343–47. http://dx.doi.org/10.7763/ijiet.2015.v5.527.

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26

Barfield, Woodrow. "Skilled Performance on Software as a Function of Domain Expertise and Program Organization." Perceptual and Motor Skills 85, no. 3_suppl (1997): 1471–80. http://dx.doi.org/10.2466/pms.1997.85.3f.1471.

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As part of a study on the recall of skilled and novice programmers, 23 subjects each viewed a 25-line BASIC program organized in one of three ways, executable order, random chunks, and random lines. Subjects performed a perceptual task in which they recopied a 25-line BASIC program on an answer sheet while the program remained in plain view, and a memory task, in which they recalled the BASIC program after a 4-min. exposure to it. For the perceptual task, the number of glances and amount of time per glance between the answer sheet and stimulus material were used as indices of recall. For the m

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27

Souza, Draylson Micael De, Seiji Isotani, and Ellen Francine Barbosa. "Teaching novice programmers using ProgTest." International Journal of Knowledge and Learning 10, no. 1 (2015): 60. http://dx.doi.org/10.1504/ijkl.2015.071054.

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28

Perkins, D. N., Chris Hancock, Renee Hobbs, Fay Martin, and Rebecca Simmons. "Conditions of Learning in Novice Programmers." Journal of Educational Computing Research 2, no. 1 (1986): 37–55. http://dx.doi.org/10.2190/gujt-jcbj-q6qu-q9pl.

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Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO much better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs, neglect to track closely what their programs do by reading back the code as they write it, try to repair buggy programs by haphazardly tinkering with the code, or have difficulty breaking problems down into parts suitable for separate chunks of co

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29

Sheard, Judy, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, and Jacqueline L. Whalley. "Going SOLO to assess novice programmers." ACM SIGCSE Bulletin 40, no. 3 (2008): 209–13. http://dx.doi.org/10.1145/1597849.1384328.

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30

Gugerty, L., and G. Olson. "Debugging by skilled and novice programmers." ACM SIGCHI Bulletin 17, no. 4 (1986): 171–74. http://dx.doi.org/10.1145/22339.22367.

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31

Hanks, Brian. "Problems encountered by novice pair programmers." Journal on Educational Resources in Computing 7, no. 4 (2008): 1–13. http://dx.doi.org/10.1145/1316450.1316452.

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32

Liffick, Blaise W., and Robert Aiken. "A novice programmer's support environment." ACM SIGCUE Outlook 24, no. 1-3 (1996): 49–51. http://dx.doi.org/10.1145/1013718.237525.

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33

Liffick, Blaise W., and Robert Aiken. "A novice programmer's support environment." ACM SIGCSE Bulletin 28, SI (1996): 49–51. http://dx.doi.org/10.1145/237477.237525.

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34

Hughes, Michael C., Matthew C. Jadud, and Ma Mercedes T. Rodrigo. "String formatting considered harmful for novice programmers." Computer Science Education 20, no. 3 (2010): 201–28. http://dx.doi.org/10.1080/08993408.2010.507335.

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35

Pillay, Nelishia. "Developing intelligent programming tutors for novice programmers." ACM SIGCSE Bulletin 35, no. 2 (2003): 78–82. http://dx.doi.org/10.1145/782941.782986.

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36

Carter, John D., William B. Gardner, and Gary Grewal. "The pilot library for novice MPI programmers." ACM SIGPLAN Notices 45, no. 5 (2010): 351–52. http://dx.doi.org/10.1145/1837853.1693509.

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37

Bailie, Frances K. "Improving the modularization ability of novice programmers." ACM SIGCSE Bulletin 23, no. 1 (1991): 277–82. http://dx.doi.org/10.1145/107005.107065.

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38

Bosch, Nigel, and Sidney D’Mello. "The Affective Experience of Novice Computer Programmers." International Journal of Artificial Intelligence in Education 27, no. 1 (2015): 181–206. http://dx.doi.org/10.1007/s40593-015-0069-5.

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39

Vainio, Vesa, and Jorma Sajaniemi. "Factors in novice programmers' poor tracing skills." ACM SIGCSE Bulletin 39, no. 3 (2007): 236–40. http://dx.doi.org/10.1145/1269900.1268853.

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40

Sooriamurthi, Raja. "Introducing abstraction and decomposition to novice programmers." ACM SIGCSE Bulletin 41, no. 3 (2009): 196–200. http://dx.doi.org/10.1145/1595496.1562939.

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41

Krepkaia, Tatyana, Irina Karpovich, Larisa Voronova, and Tatiana Ivanova. "NOVICE UNIVERSITY TEACHERS: COMPARISON OF YOUNG PROFESSIONALS WITH AND WITHOUT PEDAGOGICAL EDUCATION." Humanities & Social Sciences Reviews 8, no. 4 (2020): 952–60. http://dx.doi.org/10.18510/hssr.2020.8492.

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Purpose of the study: To determine problems of novice university teachers without pedagogical education face in professional, psychological, and motivational spheres of induction and compare the frequency of the detected problems in these spheres of induction process within the groups of novice university teachers with and without pedagogical education. Methodology: An exploratory inductive approach was adopted in this study. 93 novice educators took part in the series of surveys. The researchers applied the quantitative method to collect data using a questionnaire. The study involved qu

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42

Joni, Saj-Nicole A., and Elliot Soloway. "But My Program Runs! Discourse Rules for Novice Programmers." Journal of Educational Computing Research 2, no. 1 (1986): 95–125. http://dx.doi.org/10.2190/6e5w-ar7c-nx76-hut2.

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In this article, we present an approach to critiquing and correcting novice programs that “work” (that is, they have correct I/O behavior for all input from the problem space), but are poorly constructed. Poorly constructed working code is often produced by beginning programming students, and it is important but difficult to teach them why some working code is better than others. Traditional explanations of these problems often rest on some kind of efficiency principle. We shall argue that using efficiency as a guiding principle in critiquing working code is inappropriate for novice programmer

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43

Akcan, Sumru. "Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching." PROFILE Issues in Teachers' Professional Development 18, no. 1 (2016): 55–70. http://dx.doi.org/10.15446/profile.v18n1.48608.

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<p><span>This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions the

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44

Orlov, Pavel A., and Roman Bednarik. "The Role of Extrafoveal Vision in Source Code Comprehension." Perception 46, no. 5 (2016): 541–65. http://dx.doi.org/10.1177/0301006616675629.

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Understanding software engineers’ behaviour plays a vital role in the software development industry. It also provides helpful guidelines for teaching and learning. In this article, we conduct a study of the extrafoveal vision and its role in information processing. This is a new perspective on source code comprehension. Despite its major importance, the extrafoveal vision has been largely ignored by previous studies. The available research has been focused entirely on the foveal information processing and the gaze fixation position. In this work, we share the results of a gaze-contingent study

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45

Meadthaisong, Thiang, Siwaporn Meadthaisong, and Sarawut Chaowaskoo. "Tangible Programming for Basic Control System New Frameworks to Engineering Education for Children." Advanced Materials Research 931-932 (May 2014): 1298–302. http://dx.doi.org/10.4028/www.scientific.net/amr.931-932.1298.

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Programming control in industrial design is by its nature expert upon an example being Programmable Logic Controller (PLC). Such programmes are unsuitable for children or novices as they cannot understand how to use the programme. This research seeks to present tangible programming for a basic control system in new frameworks in engineering education for children. Such programmes could be for use in kindergartens, primary schools or general teaching where knowledge about basic control is required. Normally open-loop and closed-loop control system programming is taught at university and college

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46

Al-Linjawi, Arwa, and Hana Al-Nuaim. "Using Alice to Teach Novice Programmers OOP Concepts." Journal of King Abdulaziz University-Science 22, no. 1 (2010): 59–68. http://dx.doi.org/10.4197/sci.22-1.4.

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47

Rashkovits, Rami, and Ilana Lavy. "Novice Programmers’ Coping with Multi-Threaded Software Design." Journal of Information Technology Education: Innovations in Practice 19 (2020): 075–89. http://dx.doi.org/10.28945/4609.

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Aim/Purpose: Multi-threaded software design is considered to be difficult, especially to novice programmers. In this study, we explored how students cope with a task that its solution requires a multi-threaded architecture to achieve optimal runtime. Background: An efficient exploit of multicore processors architecture requires computer programs that use parallel programming techniques. However, parallel programming is difficult to understand and apply by novice programmers. Methodology: The students had to address a two-stage problem: (1) design an optimal runtime solution to a given problem

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48

Small, Alex. "Scientific Python for Both Expert and Novice Programmers." Computing in Science & Engineering 14, no. 2 (2012): 6–7. http://dx.doi.org/10.1109/mcse.2012.30.

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49

Sa, Leonardo, and Wen-Jung Hsin. "Traceable Recursion with Graphical Illustration for Novice Programmers." InSight: A Journal of Scholarly Teaching 5 (August 1, 2010): 54–62. http://dx.doi.org/10.46504/05201004sa.

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50

Fenwick, James B., Cindy Norris, Frank E. Barry, Josh Rountree, Cole J. Spicer, and Scott D. Cheek. "Another look at the behaviors of novice programmers." ACM SIGCSE Bulletin 41, no. 1 (2009): 296–300. http://dx.doi.org/10.1145/1539024.1508973.

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