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

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A Frame of Mind: Frame-based vs. Text-based Editing. / Brown, Neil; Kyfonidis, Charalampos; Weill-Tessier, Pierre et al.

UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research. Association for Computing Machinery, 2021. p. 1-7 2 (ACM International Conference Proceeding Series).

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

Harvard

Brown, N, Kyfonidis, C, Weill-Tessier, P, Becker, BA, Dillane, J & Kölling, M 2021, A Frame of Mind: Frame-based vs. Text-based Editing. in UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research., 2, ACM International Conference Proceeding Series, Association for Computing Machinery, pp. 1-7. https://doi.org/10.1145/3481282.3481286

APA

Brown, N., Kyfonidis, C., Weill-Tessier, P., Becker, B. A., Dillane, J., & Kölling, M. (2021). A Frame of Mind: Frame-based vs. Text-based Editing. In UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research (pp. 1-7). [2] (ACM International Conference Proceeding Series). Association for Computing Machinery. https://doi.org/10.1145/3481282.3481286

Vancouver

Brown N, Kyfonidis C, Weill-Tessier P, Becker BA, Dillane J, Kölling M. A Frame of Mind: Frame-based vs. Text-based Editing. In UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research. Association for Computing Machinery. 2021. p. 1-7. 2. (ACM International Conference Proceeding Series). https://doi.org/10.1145/3481282.3481286

Author

Brown, Neil ; Kyfonidis, Charalampos ; Weill-Tessier, Pierre et al. / A Frame of Mind: Frame-based vs. Text-based Editing. UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research. Association for Computing Machinery, 2021. pp. 1-7 (ACM International Conference Proceeding Series).

Bibtex Download

@inbook{5b4659486a574561954e796c26189029,
title = "A Frame of Mind: Frame-based vs. Text-based Editing",
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.",
author = "Neil Brown and Charalampos Kyfonidis and Pierre Weill-Tessier and Becker, {Brett A.} and Joe Dillane and Michael K{\"o}lling",
year = "2021",
month = sep,
day = "2",
doi = "https://doi.org/10.1145/3481282.3481286",
language = "English",
series = "ACM International Conference Proceeding Series",
publisher = "Association for Computing Machinery",
pages = "1--7",
booktitle = "UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research",

}

RIS (suitable for import to EndNote) Download

TY - CHAP

T1 - A Frame of Mind: Frame-based vs. Text-based Editing

AU - Brown, Neil

AU - Kyfonidis, Charalampos

AU - Weill-Tessier, Pierre

AU - Becker, Brett A.

AU - Dillane, Joe

AU - Kölling, Michael

PY - 2021/9/2

Y1 - 2021/9/2

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85115240239&partnerID=8YFLogxK

U2 - https://doi.org/10.1145/3481282.3481286

DO - https://doi.org/10.1145/3481282.3481286

M3 - Conference paper

T3 - ACM International Conference Proceeding Series

SP - 1

EP - 7

BT - UKICER 2021 - Proceedings of the 2021 Conference on United Kingdom and Ireland Computing Education Research

PB - Association for Computing Machinery

ER -

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