Hybrid and Non-Hybrid Block-Based Programming Languages in an Introductory College Computer-Science Course

Abstract

Block-based programming languages (BBLs) have been proposed as a way to prepare students for learning to program in more sophisticated, text-based languages, such as Java. Hybrid BBLs add the ability to view and edit the block commands in auto-generated, text-based code. We compared the use of a non-hybrid BBL (Scratch), a hybrid BBL (Pencil Code), and no BBL across three sections of an introductory CS course that taught Java programming, to determine whether either type of BBL offered cognitive or affective advantages for learning Java. Students in the BBL groups were surveyed about their perceptions of each BBL in terms of ease of use and helpfulness in learning Java, and all three groups were compared on their performance in Java programming. The results showed that, in this introductory CS course, neither type of BBL offered an advantage in preparing students for learning Java. These results held regardless of the students’ level of Java knowledge prior to the course.