How block categories affect learner satisfaction with a block-based programming interface
How block categories affect learner satisfaction with a block-based programming interface
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块类别如何影响学习者对基于块的编程接口的满意度
DOI：
10.1109/vlhcc.2017.8103468
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Christina Gardner
中科院分区：
文献类型：
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作者：
Fernando J. Rodríguez;K. M. Price;Joseph Isaac;K. Boyer;Christina Gardner
近年来，基于块的编程语言已被用作学习工具，以帮助学生开始编程。我们如何设计可用块的布局可能会影响学生的成功。在这项研究中，我们比较学生的表现在三个条件下，包括不同的布局块类别在一个基于块的语言：分组基于计算机科学（CS）的概念，分组基于块的功能，和一个没有分组。我们测量了任务完成时间、最终代码产品的质量以及感知的系统可用性。我们发现，虽然时间和质量没有不同的条件下，学生在功能条件下报告更高的可用性分数比学生在CS概念条件。这些结果可以告诉我们如何设计基于块的界面，以提高学习者的满意度，而不影响他们的表现。
In recent years, block-based programming languages have been employed as learning tools to help students starting out with programming. How we design the layout of the available blocks likely impacts the success of the student. In this study, we compare student performance in three conditions consisting of different layouts of block categories in a block-based language: a grouping based on computer science (CS) concepts, a grouping based on block functionality, and one with no groupings. We measured task completion time, quality of the final code product, and perceived system usability. We found that although time and quality did not differ across conditions, the students in the functionality condition reported higher usability scores than the students in the CS concepts condition. These results can inform how we design block-based interfaces to improve learner satisfaction without affecting their performance.