Addressing the Paradox of Fun and Rigor in Learning Programming

Abstract

Course withdrawal and failure rates are known problems in introductory computer science programming courses (CS1). In turn, these problematic performance rates contribute to declines in retention rates between introductory programming courses and subsequent CS courses. In a bit of a twist, however, retention rates are also influenced by successful student performance. Some students frequently leave the computer science major due to unpleasant experiences and lack of satisfaction, despite earning good grades [1]. These competing retention factors create a paradox to provide a fun learning experience that makes students want to stay in the CS major while simultaneously emphasizing the rigor and discipline needed to advance in the CS major.