*Result*: Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments

Title:
Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments
Language:
English
Authors:
Schultz, Leah
Source:
Information Systems Education Journal. Apr 2011 9(1):60-66.
Availability:
Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Peer Reviewed:
Y
Page Count:
7
Publication Date:
2011
Document Type:
*Academic Journal* Journal Articles<br />Reports - Research<br />Tests/Questionnaires
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Student Attitudes, Comparative Analysis, Student Surveys, Visual Aids, Programming, Teaching Methods, Educational Benefits, Introductory Courses, Computer Science Education, Computer Software, Information Systems, Likert Scales, Student Motivation, College Students
Geographic Terms:
Texas
ISSN:
1545-679X
Number of References:
13
Entry Date:
2017
Accession Number:
EJ1145609
Database:
ERIC

*Further Information*

*This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this study, students were surveyed on their opinions about the effectiveness of the Alice environment and were compared to responses of students who had been taught in a more traditional environment using flowcharts and pseudocode. Analysis of data revealed there were no statistically significant differences in responses, with both groups reporting high levels of satisfaction with their respective learning experience. Discussion includes ways to potentially improve the implementation of Alice and its benefits in the classroom. [Volume number incorrect on PDF, http://isedj.org/2011-9/index.html.]*

*As Provided*