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ABSTRACT
Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments.
Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes.
Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes.
Findings: We found small effect size (g = 0.245; p = .137; with a 95% confidence interval of −0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429; with a 95% confidence interval of −0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.
Implications: More research is needed to examine the utility and efficacy of block-based programming environments for novice programmers. Future studies should account for hybrid programming environments using novel research methods.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Zhen Xu
Zhen Xu is a Ph.D. student of Educational Technology in the School of Teaching and Learning at the University of Florida. She is also pursuing a minor in Research and Evaluation Methodology with a focus on quantitative methods. Her scholarship focuses on exploring, developing, and implementing frameworks and technologies to promote meaning STEM learning and skills and related cognitive science associated with technology.
Albert D. Ritzhaupt
Dr. Albert D. Ritzhaupt is an associate professor at the University of Florida. His primary research areas focus on the design and development of technology-enhanced learning environments, computer science education, and operationalizing and measuring technology integration in education. His publications have appeared in multiple venues, including the Journal of Research on Technology in Education, Journal of Computing in Higher Education, Computers & Education, Educational Technology Research and Development, Journal of Educational Computing Research, and Computers in Human Behavior.
Fengchun Tian
Fengchun Tian is working as Associate Professor at the College of Information Engineering, Nanjing Xiaozhuang University, China. She is currently a Visiting Scholar at the School of Teaching and Learning, University of Florida. Her major is computer application and her research interests include computer education and educational technology.
Karthikeyan Umapathy
Karthikeyan Umapathy is currently working as Associate Professor at the School of Computing, University of North Florida. He received his Ph.D. in Information Sciences and Technology from the Pennsylvania State University. His research interests are computer science education, system interoperability, web services, patterns, design science, and IT standardization. He has published over 40 peer-reviewed research articles. His research works are published in various journals including IEEE Computer, European Journal of Information Systems, Information Systems Frontiers, Information Systems e-Business Management, and ACM Transactions on Computing Education. He serves as an editorial board member for Information Systems Education Journal and Journal of Information Systems Applied Research. He is an executive editor for Information Systems Frontiers journal and managing editor for Journal for Journal of Southern Association of Information Systems. He received NSF award in 2012. He won best conference paper award at the 2012 Conference on Information Systems Applied Research. He is co-program director of Florida Data Science for Social Good. He is a Florida Campus Compact STEM Fellow, Florida Campus Compact STEM Certified Scholar, UNF Community Engaged Scholar, and IEEE Senior Member. He is a board member of St. Johns County School District IT Advisory Council.