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Measuring Complexity in Visual Programming for Elementary School Students
https://ipsj.ixsq.nii.ac.jp/records/232394
https://ipsj.ixsq.nii.ac.jp/records/232394b19c4283-4760-45fa-a32d-b9c65c862e28
| 名前 / ファイル | ライセンス | アクション |
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IPSJ-JNL6502008.pdf (1.3 MB)
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Copyright (c) 2024 by the Information Processing Society of Japan
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| Item type | Journal(1) | |||||||||||||
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| 公開日 | 2024-02-15 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Measuring Complexity in Visual Programming for Elementary School Students | |||||||||||||
| タイトル | ||||||||||||||
| 言語 | en | |||||||||||||
| タイトル | Measuring Complexity in Visual Programming for Elementary School Students | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | eng | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | [特集:創造的学習のための教育におけるコンピュータ] visual programming, complexity, programming education, elementary school | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| 資源タイプ | journal article | |||||||||||||
| 著者所属 | ||||||||||||||
| Waseda University | ||||||||||||||
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| Waseda University | ||||||||||||||
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| Waseda University | ||||||||||||||
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| Waseda University | ||||||||||||||
| 著者所属(英) | ||||||||||||||
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| Waseda University | ||||||||||||||
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| Waseda University | ||||||||||||||
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| Waseda University | ||||||||||||||
| 著者所属(英) | ||||||||||||||
| en | ||||||||||||||
| Waseda University | ||||||||||||||
| 著者名 |
Yui, Ono
× Yui, Ono
× Daisuke, Saito
× Hironori, Washizaki
× Yoshiaki, Fukazawa
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| 著者名(英) |
Yui, Ono
× Yui, Ono
× Daisuke, Saito
× Hironori, Washizaki
× Yoshiaki, Fukazawa
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| 論文抄録 | ||||||||||||||
| 内容記述タイプ | Other | |||||||||||||
| 内容記述 | Visual programming languages are popular because they can be learned at an early age. Unlike text-based languages, they do not require linguistic knowledge. Visual programming languages are diverse and include block programming, flow programming, AR-based programming, and robot-based programming. Scratch and Viscuit are common visual programming tools. Because effective learning methods for these languages have yet to be clarified, we proposed a method and evaluated its learning effectiveness using Chuggington Programming, which is a visual programming game application. Although the questionnaire responses for five workshops at educational institutions were positive, quiz results for one- to two-hour workshops did not show significant differences based on Wilcoxon's signed rank test. Herein we focus on complexity in visual programming to assess the feasibility of a new evaluation method similar to a text-based evaluation method using turtle graphics. We compare traditional text-based evaluation methods such as Cyclomatic Complexity, Halstead Complexity, etc. with turtle graphics. Then we examine the relationship between data for student performance in the workshop and the complexity level. The solution time and complexity are positively correlated, while the percentage of correct responses and complexity are negatively correlated, validating the complexity has potential as an effective learning measure. ------------------------------ This is a preprint of an article intended for publication Journal of Information Processing(JIP). This preprint should not be cited. This article should be cited as: Journal of Information Processing Vol.32(2024) (online) DOI http://dx.doi.org/10.2197/ipsjjip.32.103 ------------------------------ |
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| 論文抄録(英) | ||||||||||||||
| 内容記述タイプ | Other | |||||||||||||
| 内容記述 | Visual programming languages are popular because they can be learned at an early age. Unlike text-based languages, they do not require linguistic knowledge. Visual programming languages are diverse and include block programming, flow programming, AR-based programming, and robot-based programming. Scratch and Viscuit are common visual programming tools. Because effective learning methods for these languages have yet to be clarified, we proposed a method and evaluated its learning effectiveness using Chuggington Programming, which is a visual programming game application. Although the questionnaire responses for five workshops at educational institutions were positive, quiz results for one- to two-hour workshops did not show significant differences based on Wilcoxon's signed rank test. Herein we focus on complexity in visual programming to assess the feasibility of a new evaluation method similar to a text-based evaluation method using turtle graphics. We compare traditional text-based evaluation methods such as Cyclomatic Complexity, Halstead Complexity, etc. with turtle graphics. Then we examine the relationship between data for student performance in the workshop and the complexity level. The solution time and complexity are positively correlated, while the percentage of correct responses and complexity are negatively correlated, validating the complexity has potential as an effective learning measure. ------------------------------ This is a preprint of an article intended for publication Journal of Information Processing(JIP). This preprint should not be cited. This article should be cited as: Journal of Information Processing Vol.32(2024) (online) DOI http://dx.doi.org/10.2197/ipsjjip.32.103 ------------------------------ |
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| 書誌レコードID | ||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AN00116647 | |||||||||||||
| 書誌情報 |
情報処理学会論文誌 巻 65, 号 2, 発行日 2024-02-15 |
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| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 1882-7764 | |||||||||||||
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| 言語 | ja | |||||||||||||
| 出版者 | 情報処理学会 | |||||||||||||
