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Subject: search.filters.subject.Object-oriented programming

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    Use of the Alice visual environment in teaching and learning object-oriented programming
    (Association for Computing Machinery, 2015-09) Dwarika, Jeraline; De Villiers, M. Ruth
    Learners at tertiary institutions struggle with writing object-oriented programs in complex object-oriented programming (OOP) languages. This paper describes a study that sought to improve learners’ understanding of programming in the domain of OOP. This was done through the use of a visual programming environment (VPE) called Alice, which was designed to help novice programmers learn OOP concepts, whilst creating animated movies and video games. A questionnaire was administered to obtain quantitative and qualitative data regarding learners’ understanding of OOP and their experience with the Alice environment. Findings indicate that learners spend insufficient time on programming exercises and struggle with problem-solving, applying OOP concepts, and abstraction. However, the use of Alice addressed challenges faced by experiment participants within the object-oriented domain and improved their motivation to learn OOP. Further results revealed that the test and exam performance of learners who used Alice, was not statistically better than those of similar learners who were not exposed to the Alice intervention.
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    Peer-to-peer programming versus individualised programming: The real world
    (The Independant Institute of Education, 2016) Govender, Desmond Wesley; Govender, T.P.
    Does programming alone depict the real world scenario? It is often said, ‘In programming, One is the loneliest number’. Addressed in this paper is a strategy referred to as ‘peer-to-peer programming’, and the focus is within an object-oriented programming (OOP) paradigm. The paper explores options available to students at secondary and university levels who are engaged in individualised programming, and potential opportunities associated with peer-to-peer programming which resemble programming in the real-world scenario. Most programmers learn to program as individuals and then are faced with the real world, programming in a team. This research was based on confirmed observation, analysis and assessment against published data and information extracted on peer-to-peer programming and its influence on contemporary instruction and comprehension of computer science programming concepts. The research was conducted within the parameters of the programming information technology curriculum at three secondary and two university-level academic institutions. Gaining the perceptions of peer-to-peer programming was arrived at through using threshold concepts in Computer Science and an interpretive paradigm. Two critical questions were posed: What are learners’ experiences of programming alone and programming with a partner? How does peer-to-peer programming enhance programming in an OOP paradigm? Based on assessment and analysis of the data, our recommendation is to create an environment of peer-to-peer programming in an OOP setting which is similar to programming in a team in the real-world scenario. The benefits are not only better problem solving and better programmers but also the enhancement of good social skills.1