How block-based, text-based, and hybrid block/text modalities shape novice programming practices
Weintrop, D., & Wilensky, U. · 2018
grade Dquasi-experimentdeveloper-ledunreplicated
Sample
One high-school computer science classroom cohort over five weeks
Population
US high-school computer science students.
Design
Within-subjects exposure to block, text and hybrid environments over five weeks, analysed through a detailed vignette plus population-level programming-trend analysis. Qualitative-dominant, no control, and the hybrid environment is the authors' own. Crucially there is no outcome measure of programming competence at all.
Key findings
Novices in a hybrid block/text environment leverage the block affordances for authoring even when text is available, and modality shapes authoring strategy rather than just presentation. Useful for mechanism, useless for effect size.
Genetic confound
Not applicable — no competence outcome.
Replication notes
No comparable study located.
DOI / URL
10.1016/j.ijcci.2018.04.005
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Programming authoring practices by environment modality | descriptive trends | modality shapes authoring strategy; no competence outcome measured | researcher-designed | across five weeks | none | end-of-treatment | unclear |