Mismatch of Expectations: How Modern Learning Resources Fail Conversational Programmers
Mismatch of Expectations: How Modern Learning Resources Fail Conversational Programmers
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期望不匹配：现代学习资源如何让对话式程序员失败
DOI：
10.1145/3173574.3174085
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Parmit K. Chilana
中科院分区：
文献类型：
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作者：
A. Wang;R. Mitts;Philip J. Guo;Parmit K. Chilana
对话式程序员代表了一类学习者，他们不需要编写任何代码，但试图学习编程以提高他们在技术对话中的参与度。我们采访了23名对话式程序员，以更好地了解他们在技术对话中面临的挑战，他们选择哪些资源来学习编程，他们如何看待学习过程，以及学习编程实际上对他们有多大帮助。在我们的主要发现中，我们发现对话式程序员经常不知道从哪里开始学习过程，最终使用正式和非正式的学习资源，主要集中在编程语法和逻辑上。然而，由于对话式程序员的最终目标不是构建工件，因此现代学习资源通常无法帮助这些学习者改善他们的技术对话。我们的研究结果指出，在人机交互设计的机会，发明以学习者为中心的方法，解决对话式程序员的需求，并帮助他们建立在技术对话的共同点。
Conversational programmers represent a class of learners who are not required to write any code, yet try to learn programming to improve their participation in technical conversations. We carried out interviews with 23 conversational programmers to better understand the challenges they face in technical conversations, what resources they choose to learn programming, how they perceive the learning process, and to what extent learning programming actually helps them. Among our key findings, we found that conversational programmers often did not know where to even begin the learning process and ended up using formal and informal learning resources that focus largely on programming syntax and logic. However, since the end goal of conversational programmers was not to build artifacts, modern learning resources usually failed these learners in their pursuits of improving their technical conversations. Our findings point to design opportunities in HCI to invent learner-centered approaches that address the needs of conversational programmers and help them establish common ground in technical conversations.