Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students Draw
Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students Draw
复制标题
使用描画和素描来解决编程问题：复制和扩展对学生所画内容的分析
DOI：
10.1145/3105726.3106190
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Guzdial
中科院分区：
文献类型：
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作者：
Kathryn Cunningham;Sarah Blanchard;Barbara Ericson;M. Guzdial
勾勒出代码痕迹对于程序员、学生和专业人员来说都是一种认知辅助。以前的研究(Lister等人2004)显示，在纸上勾画痕迹的学生在涉及循环、数组和条件句的代码阅读问题上取得了更大的成功。我们重复了这一发现，并开发了更多类别的学生素描策略。我们的结果支持了之前的发现，即不做代码阅读问题素描的学生比做素描问题的学生成功率低。我们发现，画出不完整痕迹的学生成功率也很低，与根本不画草图的学生相似。我们对新问题类型(代码编写、代码排序和代码修复)的草图策略进行了分类，发现在这些问题上使用了不同类型的草图，但并不总是提高成功率。我们将我们的结果建立在素描理论的基础上，草图是一种传播认知的方法，也是对概念机器过程的演示。
Sketching out a code trace is a cognitive assistance for programmers, student and professional. Previous research (Lister et al. 2004) showed that students who sketch a trace on paper had greater success on code 'reading' problems involving loops, arrays, and conditionals. We replicated this finding, and developed further categories of student sketching strategies. Our results support previous findings that students who don't sketch on code reading problems have a lower success rate than students who do sketch. We found that students who sketch incomplete traces also have a low success rate, similar to students who don't sketch at all. We categorized sketching strategies on new problem types (code writing, code ordering, and code fixing) and find that different types of sketching are used on these problems, not always with increased success. We ground our results in a theory of sketching as a method for distributing cognition and as a demonstration of the process of the notional machine.