Comparing TUIs and GUIs for Primary School Programming

Abstract

There is considerable interest in using tangible user interfaces (TUIs) to support teaching children programming, but evidence for the benefits is mixed, and their deployment in school environments presents more challenges than graphical user interfaces (GUIs). This study investigates the effect of GUIs and TUIs on learning outcomes, attitudes toward computing, and reported enjoyment in a computer-programming activity with primary-school students aged 6-7 in Saudi Arabia. Forty-two students engaged in a 45-minute learning activity using either a TUI or GUI programming environment. The study used a between-groups design, and quantitative data were collected, including pre-test and post-test results, and ratings on attitudinal and enjoyment surveys. Learning gains were significantly higher for the GUI group than the TUI group. However, post-activity increases in reported attitude toward computing were significantly higher for the TUI group. There was no difference in activity enjoyment scores, which were high for both groups.