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A Frame of Mind: Frame-based vs. Text-based Editing

Research output: Chapter in Book/Report/Conference proceedingConference paperpeer-review

Original languageEnglish
Title of host publicationUKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research
PublisherAssociation for Computing Machinery
Pages1-7
Number of pages7
ISBN (Electronic)978-1-4503-8568-8
DOIs
Published2 Sep 2021

Publication series

NameACM International Conference Proceeding Series

Documents

  • a-frame-of-mind-final

    a_frame_of_mind_final.pdf, 652 KB, application/pdf

    Uploaded date:14 Sep 2021

    Version:Final published version

King's Authors

Abstract

Block-based programming has become popular for children and young school students, but at university level almost all programming is still text-based. A third intermediate option is the use of frame-based editors that combine elements of both block- and text-based systems. However, there have been few evaluations of the efficacy of frame-based editing, so its suitability for school use is uncertain. This paper describes an experiment comparing the use of frame-based and text-based editing in a UK school setting. A total of 85 teenage students from five different schools each completed three sessions of object-oriented programming tasks and a programming quiz, with each school assigned to use either a text-based editor or frame-based editor. We found no difference in understanding of object-oriented concepts between the two editors, and no difference in task completion times. This provides some evidence to suggest that frame-based editing is a viable option for use in a school setting, in place of text-based editing.

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