An objective comparison of languages for teaching introductory programming

Mannila, Linda and de Raadt, Michael (2006) An objective comparison of languages for teaching introductory programming. In: 6th Baltic Sea Conference on Computing Education Research (Koli Calling 2006), 9-12 Nov 2006, Koli, Finland.

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Abstract

The question of which language to use in introductory programming has been cause for protracted debate, often based on emotive opinions. Several studies on the benefits of individual languages or comparisons between two languages have been conducted, but there is still a lack of objective data used to inform these comparisons. This paper presents a list of criteria based on design decisions used by prominent teaching-language creators. The criteria, once justified, are then used to compare eleven languages which are currently used in introductory programming courses. Recommendations are made on how these criteria can be used or adapted for different situations.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: No evidence of copyright restrictions on web site. Series title: ACM International Conference Proceeding Series v276.
Depositing User: Mr Michael de Raadt
Faculty / Department / School: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 11 Oct 2007 00:49
Last Modified: 13 Sep 2013 00:18
Uncontrolled Keywords: programming languages; industry; teaching; introductory programming course
Fields of Research (FOR2008): 08 Information and Computing Sciences > 0806 Information Systems > 080602 Computer-Human Interaction
08 Information and Computing Sciences > 0803 Computer Software > 080308 Programming Languages
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI: doi: 10.1145/1315803.1315811
URI: http://eprints.usq.edu.au/id/eprint/1701

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