Mnemonic Variable Names in Parsons Puzzles

Mnemonic Variable Names in Parsons Puzzles
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帕森斯谜题中的助记变量名称

DOI:
10.1145/3300115.3309509
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发表时间:
2019
期刊:
Proceedings of the ACM Conference on Global Computing Education
影响因子:
--
通讯作者:
Kumar, Amruth N.
Kumar, Amruth N.
中科院分区:
--
文献类型:
--
作者:
Kumar, Amruth N.

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在帕森斯拼图中,学生们被要求按照正确的顺序排列程序的线条。我们调查了在程序中使用助记变量名对学生轻松解决谜题的影响-学生是否能够用更少的动作或比单字符变量名更少的时间解决包含助记变量名的谜题。我们进行了为期四个学期的交叉设计对照研究。令我们惊讶的是,我们发现在学生用助记变量名和单字符变量名解决谜题之间没有统计学上的显著差异——无论是采取的行动数量、获得的成绩还是花在每个谜题上的时间。在本文中,我们将描述实验设置和数据分析,并提出研究结果。我们将讨论一些假设,为什么变量名称的可读性不影响学生解决帕森斯谜题的能力。
In Parsons Puzzles, students are asked to arrange the lines of a program in their correct order. We investigated the effect of using mnemonic variable names in the program on the ease with which students solved the puzzles - whether students were able to solve puzzles containing mnemonic variable names with fewer actions or in less time than single-character variable names. We conducted a controlled study with cross-over design over four semesters. Much to our surprise, we found no statistically significant difference between students solving puzzles with mnemonic variable names versus single-character variable names - either in terms of the number of actions taken, the grade earned or the time spent per puzzle. In this paper, we will describe the experimental setup and data analysis and present the results of the study. We will discuss some hypotheses as to why the readability of the variable names did not impact students' ability to solve Parsons puzzles.
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