Journal articles: 'Novice programmer'

1

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

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Yulianto, Budi, Harjanto Prabowo, Raymond Kosala, and Manik Hapsara. "Novice Programmer = (Sourcecode) (Pseudocode) Algorithm." Journal of Computer Science 14, no. 4 (April 1, 2018): 477–84. http://dx.doi.org/10.3844/jcssp.2018.477.484.

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

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Nurulain Mohd Rum, Siti, and Maslina Zolkepli. "Metacognitive Strategies in Teaching and Learning Computer Programming." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 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 processes in learning computer programming require a novice programmer to develop metacognitive skills. The main objective of this research work is to identify the metacognitive strategies in teaching and learning programming. An exploratory study was setup to identify the level of metacognition awareness of novice programmers using the MAI instrument. Interview sessions with expert lecturers were also conducted to identify the metacognitive approaches and the pedagogical method applied in the teaching and learning activities. The learning behaviours of novices were also identified through the interviewing sessions. It can be concluded that there is a correlation between the metacognitive awareness level of an individual and their academic achievement.

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

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

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Rodrigo, Ma Mercedes T., Ryan S. Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, Jessica O. Sugay, and Emily S. Tabanao. "Affective and behavioral predictors of novice programmer achievement." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 156–60. http://dx.doi.org/10.1145/1595496.1562929.

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

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Kranch, Douglas A. "Teaching the novice programmer: A study of instructional sequences and perception." Education and Information Technologies 17, no. 3 (May 10, 2011): 291–313. http://dx.doi.org/10.1007/s10639-011-9158-8.

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

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

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Park, Se Myung. "Outlining Tool as an Easy-to-Use Designing Tool for a Novice Programmer." Journal of Korea Multimedia Society 18, no. 12 (December 31, 2015): 1528–37. http://dx.doi.org/10.9717/kmms.2015.18.12.1528.

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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 (December 2012): 311–26. http://dx.doi.org/10.1016/j.jvlc.2012.07.002.

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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 (December 1998): 367–81. http://dx.doi.org/10.2190/c670-y3c8-ltj1-ct3p.

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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 (October 25, 2016): 32. http://dx.doi.org/10.3991/ijim.v10i4.5869.

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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 not. In our second Technique we used the security API which will take care of everything in background and in our third technique we locked all the applications so that they can be restricted from doing any malicious activity. We tried to find out the security loopholes in one of the leading Smartphone operating system i.e. Android with the intension to apply the novel techniques proposed and implemented in this paper.

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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 (November 27, 2017): 32. http://dx.doi.org/10.3991/ijim.v11i6.6760.

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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 needed for mobile application development. Hence, requirements engineering is an important phase. This paper introduces a technique to assist mobile application development through Agent-Oriented Requirements Engineering (AORE). AORE consists of goal modelling to analyse and understand a mobile-based project. With goal modelling, AORE allows a modeller to identify and analyse the functionalities and non-functionalities of the system and present a holistic view of the proposed system. It showcases the services, operations and constraints of the proposed system. AORE is a useful part of the development phase and can complement current steps in mobile application development lifecycle.

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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, although authors usually focus on DSP-based motor drives using popular control techniques such as field-oriented control (FOC). Although highly efficient, this approach is usually reserved for postgraduate education due to its complex structure and functionality. In this paper, the authors present a modular servodrive design on a low-cost, general-purpose microcontroller using the direct torque control (DTC) method, an alternative known for greater simplicity and torque response, compared with FOC. The system design was based on Micropython language allowing the software structure to be more manageable and the code to be more understandable. This design will be useful to undergraduates and researchers with interests in motor control design.

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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 (January 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 any additional tools is not a task for a novice programmer. That is why this paper proposes an approach for teaching programming for IT professionals using a new game library, specially developed for training, which controls virtual models moving in a virtual environment. The system uses appealing 3D graphics to attract attention. Several sample programs, illustrating main features of this approach, are presented. Screenshots of the sample programs and results of teaching a pilot group of students are given at the end of the paper. Initial results show that the students enjoyed the course, most of them liked the game library approach better than the traditional one and do recommend using it in the future. More than half of the trainees improved their results.

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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 (March 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 glass-box interpreter achieved greater understanding of some programming concepts than those without access. We also give evidence that the student's ability to assimilate new concepts was enhanced by exposure to the glass-box interpreter. This is experimental confirmation that such tools are beneficial in helping novices learn programming.

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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 (June 27, 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 of the other two programming tools.

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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 messages inscribed in the source code of the programs they write or reuse, they communicate, implicitly or explicitly, what such source code "means" to them and others. We carried out three studies with novice programmers, and results suggest that source code reuse may impact what programmers take their source code to mean.

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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 (March 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 guided metacognitive feedback on novice programmers in a teachable agent environment. For that, a computer-based learning environment is built to enable the novice programmers to teach programming problem solving to an animated agent. It combines learning-by-teaching technique and metacognitive support in order to assist those beginners to acquire comprehensive learning on how to solve unfamiliar problems and prepare those programmers for future learning tasks. We conduct an experiment to compare the effect of the aforementioned feedbacks on the novice programmers’ performance in learning-byteaching paradigm. The results show that the metacognitive feedback has positive effect on novice programmers’ achievement of solving problems. In addition, providing metacognitive feedback as explicit feedback in learning-by-teaching paradigm improves the novices' abilities to estimate what they know and what they do not know about how to solve new programming problems.

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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 (October 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 recently, the primary technique for knowledge acquisition has been the time-consuming process of interviews. Typical techniques include: structured and unstructured interviews, questionnaires, and verbal reporting which incorporates protocol analysis. The functions involved in one or more of the techniques encompass extraction of meaning, data inference, and rule induction coupled with retrospective comment analysis, and behavioral observations. The purpose of the current research is to explore different avenues for data acquisition when dealing with multiple knowledge sources with the objective to develop an automated technique for knowledge acquisition. The Delphi Technique is the primary technique investigated in this study, and the result is the Delphi Manager algorithm which is based on the original version of the Delphi Exercise modified to benefit the expert system development process. Other users of the algorithm include: (1) model verification and validation, (2) forecasting, and (3) opinion polls for policy decision making. Although there are additional uses, the Delphi Manager is primarily formulated for the expert system development process. The Delphi Manager was validated by using an existing knowledge base (KB) that was compiled by a paper and pencil version of the Delphi Technique. This existing KB was part of a dissertation by Randall F. Scott entitled “A Computer Programmer Productivity Prediction Model.” The Delphi Manager has the potential to reduce significantly the time needed to collect and analyze new data. In addition, its user-friendly interface reduces the need for an advanced computer user either to build a questionnaire or to install a help facility. The program provides context sensitive help which is input by the developer through a series of templates. The Delphi Manager is also flexible enough to accommodate anyone from a novice to an advanced programmer. Improvements are suggested that are designed to provide additional program functionality and applications.

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Haduong, Paulina. "“I like computers. I hate coding”: a portrait of two teens’ experiences." Information and Learning Sciences 120, no. 5/6 (May 13, 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/methodology/approach Through participant observation as a teacher and designer of the course, artifact analysis of student-generated computer programs and design journals, as well as with two follow-up 1-h interviews, the author used the qualitative method of portraiture to examine how two reluctant learners experienced a six-week introductory CS program. Findings These learners’ experiences illuminate the ways in which identity, community and competence can play a role in supporting learner motivation in CS education experiences. Research limitations/implications As more students have multiple introductory computing encounters, educators need to take into account not only their perceptions of the computing field more broadly but also specific prior encounters with programming. Because of the chosen research approach, the research results may lack generalizability. Researchers are encouraged to explore other contexts and examples further. Practical implications This portrait highlights the need for researchers and educators to take into account student motivation in the design of learning environments. Originality/value This portrait offers a novel examination of novice programmer experiences through the choice in method, as well as new examples of how learner identity can affect student motivation.

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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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Barfield, Woodrow. "Skilled Performance on Software as a Function of Domain Expertise and Program Organization." Perceptual and Motor Skills 85, no. 3_suppl (December 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 memory task, the number of lines recalled as a function of program organization and level of programming skill measured performance. Analysis indicated that skilled programmers encoded more lines of a program per glance and also spent less time examining each line of code than novices when the program was presented in executable order or random chunks. Further, skilled programmers recalled more lines of code than novices when the program was presented in executable order or random chunks but not in random lines. Implication of the results for the design of human-computer interfaces is discussed.

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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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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 (February 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 code. Such problems interfere with students making the best of their own learning capabilities: students often invent programming plans that go beyond what they have been taught directly. Instruction designed to foster better learning practices could help students to acquire a repertoire of programming skills, perhaps with spinoffs having to do with “learning to learn.”

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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 (August 25, 2008): 209–13. http://dx.doi.org/10.1145/1597849.1384328.

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

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

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

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Liffick, Blaise W., and Robert Aiken. "A novice programmer's support environment." ACM SIGCSE Bulletin 28, SI (June 2, 1996): 49–51. http://dx.doi.org/10.1145/237477.237525.

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

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

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

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

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Bosch, Nigel, and Sidney D’Mello. "The Affective Experience of Novice Computer Programmers." International Journal of Artificial Intelligence in Education 27, no. 1 (October 26, 2015): 181–206. http://dx.doi.org/10.1007/s40593-015-0069-5.

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Vainio, Vesa, and Jorma Sajaniemi. "Factors in novice programmers' poor tracing skills." ACM SIGCSE Bulletin 39, no. 3 (June 25, 2007): 236–40. http://dx.doi.org/10.1145/1269900.1268853.

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Sooriamurthi, Raja. "Introducing abstraction and decomposition to novice programmers." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 196–200. http://dx.doi.org/10.1145/1595496.1562939.

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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 (September 10, 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 quantitative data analysis containing the descriptive statistical analysis and the correlation analysis in SPSS Version 23 (IBM Corp., 2016), which provided the researchers with new insights and detailed results. Main Findings: All novice university teachers face problems of adaptation to professional activity. Comparison of novice university teachers with and without pedagogical education resulted in the following findings: the difference between the values of novice teachers with and without a teaching degree is, in most cases, statistically significant. It makes it possible to conclude that university teachers without pedagogical education need support via additional educational programmes. Applications of this study: This study can be useful in planning the curriculum for postgraduate students. Educational authorities should take into consideration the identified difficulties faced by young university teachers without pedagogical education in the process of planning the curriculum for postgraduate education programmes and professional development programmes. Novelty of this study: This research is particularly relevant for improving the professional culture of specialists in the field of education and contributes to the solution of the professional adaptation problem faced by novice educators. The obtained results can enhance the educational programmes of the professional development of young university teachers.

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Joni, Saj-Nicole A., and Elliot Soloway. "But My Program Runs! Discourse Rules for Novice Programmers." Journal of Educational Computing Research 2, no. 1 (February 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 programmers. Instead, we develop an approach to critiquing working but poorly constructed novice programs based on the principle of program readability. That is, we base our critique of working code on its ability to communicate to program readers.

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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 (January 28, 2016): 55–70. http://dx.doi.org/10.15446/profile.v18n1.48608.

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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 they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.

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Orlov, Pavel A., and Roman Bednarik. "The Role of Extrafoveal Vision in Source Code Comprehension." Perception 46, no. 5 (November 4, 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 of source code comprehension by expert ( N = 12) and novice ( N = 12) programmers in conditions of the restricted extrafoveal vision. The window-moving paradigm was employed to restrict the extrafoveal area of vision as participants comprehend two source code examples. The results indicate that the semantic preview allowed by the extrafoveal vision provides tangible benefits to expert programmers. When the experts could not use the semantic information from the extrafoveal area, their fixation duration increased to duration similar to novices. The experts’ performance dropped in the restricted-view mode, and they required more time to solve the tasks.

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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 level. This may be late as far as acquiring knowledge of basic control systems is concerned. Using tangible programming without a computer but instructions and interface, relay and motor could result in children in kindergartens and primary schools being able to programme open-looped control systems which mix chemicals or closed-loop control systems which control conveyor belts. However, the children would not be able to undertake programming using programmable control in a similar scenario.

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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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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 with no additional instructions; and (2) provide an optimal runtime multi-threaded design to the same problem. Interviews were conducted with a representative group of students to understand the underlying causes of their provided designs. We used qualitative research methods to gain refined insights regarding the students’ decision making during the design process. To analyze the gained data, we used content analysis tools. Contribution: The case study presented in this paper will help the teacher to stress the merits and limitations of various parallel architectures and confront students with the consequences of their solutions via performances’ benchmark. Findings: Analysis of the student’s solutions to the first stage revealed that the majority of them did not provide a multi-threaded solution ignoring the optimal runtime requirement. At the second stage, seven various architectures were provided differing in the number of involved threads, the data structures used, and the synchronization mechanism employed. The majority of the solutions were sub-optimal and only a few students provided an optimal one. Recommendations for Practitioners: We recommend conducting class discussions that will follow a task similar to the one used in this study. Recommendation for Researchers: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions. Impact on Society: Understanding the difficulties of novice programmers may lead to quality software systems. Future Research: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions.

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

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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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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 (March 4, 2009): 296–300. http://dx.doi.org/10.1145/1539024.1508973.

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Journal articles on the topic 'Novice programmer'

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