| Title: | Comparing novice programmers performance with block-based, text-based, and both notations : a study from two countries |
|---|
| Authors: | ID Kosar, Tomaž (Author)
ID Bjeladinović, Srđa (Author)
ID Ostojić, Dragana (Author)
ID Škembarević, Milica S. (Author)
ID Leber, Žiga (Author)
ID Jejić, Olga A. (Author)
ID Moravec, Matej (Author)
ID Furtula, Filip (Author)
ID Ljubisavljević, Miloš D. (Author)
ID Luković, Ivan S. (Author)
ID Mernik, Marjan (Author)
ID Črepinšek, Matej (Reviewer) |
|---|
| Files: |  https://www.comsis.org/archive.php?show=ppr18470
 ComSIS_18470.pdf (458,82 KB)
MD5: 17B671FB1A8C17A8A810319C24ACBDC1
|
|---|
| Language: | English |
|---|
| Work type: | Article |
|---|
| Typology: | 1.01 - Original Scientific Article |
|---|
| Organization: | FERI - Faculty of Electrical Engineering and Computer Science
|
|---|
| Abstract: | Teaching programming presents numerous challenges, one of which is selecting the most effective notation to introduce programming concepts to beginners. This study explores different notation approaches for learning fundamental programming concepts, with the objective of assessing how notation choice influences beginners’ performance. To investigate this, we conducted a controlled experiment during short-term visits aimed at promoting programming in primary schools. Our multinational study divided participants into three groups: one using blockbased notation (Poligot), one using text-based notation (Python), and one using both simultaneously (Poliglot). After completing a training session, the participants engaged in practical programming tasks to assess their performance in Python or the multiple-representation environment Poliglot. The results indicate that the choice of notation did not impact the performance of the participants significantly, as no statistically significant differences were found between the three groups. These findings were consistent across two different countries. Our study suggests that educators can use different notations (Python, Poliglot, or a combination) confidently when introducing programming to beginners. However, the performance results may improve when training sessions are extended over a longer period. |
|---|
| Keywords: | programming education, block-based programming, text-based programming, multiple-representation environments, programming engagement, novice programmers |
|---|
| Publication version: | Version of Record |
|---|
| Submitted for review: | 01.04.2025 |
|---|
| Article acceptance date: | 30.11.2025 |
|---|
| Publication date: | 01.01.2026 |
|---|
| Publisher: | ComSIS |
|---|
| Year of publishing: | 2026 |
|---|
| Number of pages: | str. 33-59 |
|---|
| Numbering: | Vol. 23, iss. 1 |
|---|
| PID: | 20.500.12556/DKUM-97587  |
|---|
| UDC: | 004.4 |
|---|
| ISSN on article: | 2406-1018 |
|---|
| COBISS.SI-ID: | 271950339 |
|---|
| DOI: | 10.2298/CSIS250401002K |
|---|
| Publication date in DKUM: | 23.03.2026 |
|---|
| Views: | 156 |
|---|
| Downloads: | 9 |
|---|
| Metadata: |    |
|---|
| Categories: | Misc.
|
|---|
|
:
|
Copy citation |
|---|
| | | | Average score: | (0 votes) |
|---|
| Your score: | Voting is allowed only for logged in users. |
|---|
| Share: |  |
|---|
Hover the mouse pointer over a document title to show the abstract or click
on the title to get all document metadata. |
