Transparent running and contextual help to learn and to teach an imperative language

Abstract

This paper presents the design choices and the realization of an imperative programming learning tool. This tool follows a Guided Discovery Learning line and is concentrated on the dynamic processes. On the one hand, transparent runnings enable a better understanding of the roles of the variables: proper reactive interfaces will help the student to compare his own conceptions with the actual behavior of the program. On the other hand, a contextual 'intelligent' help on types constraint errors highlights the domain structuration through different suggestions of the system.