Abstract
Eight (8) computer science students, novice programmers, who were in the first semester of their studies, participated in a field study in order to explore potential differences in their brain activity during programming with a visual programming language versus a textual programming language. The eight students were asked to develop two specific programs in both programming languages (a total of four tasks). The order of these programs was determined, while the order of languages in which they worked differed between the students. Measurement of cerebral activity was performed by the electroencephalography (EEG) imaging method. According to the analysis of the data it appears that the type of programming language did not affect the students' brain activity. Also, six students needed more time to successfully develop the programs they were asked with the first programming language versus the second one, regardless of the type of programming language that was first. In addition, it appears that six students did not show reducing or increasing brain activity as they spent their time on tasks and at the same time did not show a reduction or increase in the time they needed to develop the programs. Finally, the students showed higher average brain activity in the development of the fourth task than the third, and six of them showed higher average brain activity when developing the first versus the second program, regardless of the programming language. The results can contribute to: a) highlighting the need for a diverse educational approach for students when engaging in program development and b) identifying appropriate learning paths to enhance student education in programming.
Highlights
Computer Science students, in the first semester of their studies, learn programming through relevant courses
Eight (8) computer science students, novice programmers, who were in the first semester of their studies, participated in a field study in order to explore potential differences in their brain activity during programming with a visual programming language versus a textual programming language
This study explores whether for the particular students: (a) Their brain activity is affected by the range of programming languages they will use to develop a program, i.e., whether their brain activity is influenced by whether they will develop the program first with a visual programming language or first with a textual programming language or vice versa, (b) the type of programming language that will be used to develop a program affects their brain activity and (c) their brain activity is affected as time passes through the development of the two programs
Summary
Computer Science students, in the first semester of their studies, learn programming through relevant courses. According to the existing research, it has been observed that the students have difficulties to cope with some of the demands of programming courses, which has as a result to avoid getting deeper into programming [1,2] For this reason, different and multiple approaches to introduce programming have been proposed to enable students to better understand and progress as programmers [3]. The field contributes to our basic understanding of the neural mechanisms that form the basis for human development and learning These efforts attempt to link neuroscience with cognitive science, psychology and education and have led to the development of a new interdisciplinary field titled Neuroeducation. Recent advances in brain imaging techniques, have provided additional opportunities for researchers to explore the functional organization of the human brain [6,7,8,9]
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