Java Language becomes the most common Object-Oriented Programming Language over the entire world. Students from Computer Sciences and Information Technology are struggling to lean Java concepts and programs on Java. That is because of the various difficulties in understanding Object Oriented concepts especially by novice programmers. This research adopts the design of interactive animation tool named LearnOOP which includes an animated visual model that shows the role of an object within a Java program. The visual object reflects the attributes and behaviour of that object to enhance students’ understanding. The interaction between the developed tool and students is conducted and the usability is measured using a questionnaire. The results show that the developed tool is more effective than using traditional teaching and positively impact learning. The results also have confirmed that LearnOOP tool is promising with respect to quality assurance, effectiveness and usability.
Analysis of the learning object-oriented programming factors IJECEIAES
Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
In learning, competitions are used for years in applications of robotics because of the increased learning efficiency. Likewise, competitions can be used as learning catalyzers in software engineering. In this work, a graduate-level course in software engineering is flourished with a learning setting based on competitions. The course relies on teaching agile software engineering methodologies. A project is implemented using an agile methodology because of the preparation of the students to the real world. From the software engineering point of view, software development should be learned by the students by experiencing the entire development life cycle. From the business point of view, the students should learn to take roles in software development by experiencing teamwork and collaboration, and they should be ready for the software development issues of real life. Competition-based learning supports these two points of view by increasing teamwork, creating self-motivation, and by simulating today’s fast-changing environments. In short, learning efficiency is increased for a course of agile software engineering using a competition-based learning setting by adapting a problem from mathematics.
THE IMPACT OF USING VISUAL PROGRAMMING ENVIRONMENT TOWARDS COLLEGE STUDENTS’ ...ijma
ABSTRACT
This study aimed to identify the impact of using a visual programming environment on college students’ achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students’ achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students’ achievement between the groups. Surprisingly, the thematic analysis showed that students’ understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students’ understanding.
The paper has been presented with a system that is
created on the android platform targeting the students studying in
an engineering institute. The application is created for effortless
day to day official work in an institute. Students will be served
with the benefits like compilation of branch wise question papers,
general aptitude questions, video lectures, newspapers, with
some interesting features like parent-teacher portal, feedback
system and ask your queries block. The application is designed
using core java coding, layout is fabricated with xml extension,
complete creation is done on android studio. Login authentication
is developed via Firebase Auth, newspapers have been linked
through their URL, video lectures are engrossed with API and
a separate website is created for parent-teacher interaction.
Based on the above mentioned ideology, We are fabricating an
application using android design studio kit which is majorly
concerned for the effortless access of all the essentials required
in an institute.
Peer tutoring strategy changes the role of instructors no matter what the instructor is an educator or a peer. The well-known method in computer science education, pair programming, is some kind of effective collaborative peer tutoring activity. The advantages of peer tutoring method emphasize similar prior knowledge and languages among peers so as to achieve teaching goals. Data Structure is a very important basic curriculum, regarded as a mandatory course in relevant computer domains of university. However, most of students fail to present their coding skills after learning data structure course. Cooperative learning is an effective learning strategy in which is often applied to education field. Students must work in groups to complete tasks collectively toward academic goals. Pair Programming could decrease errors in coding, increase coding quality and promote programmers confidence, as well as enhance their coding ability. This study incorporates an experimental learning activity, in which the students are asked to write programming codes, which can enhance students’ learning motivation. Then, this study compares the performance of the students with different learning
styles in learning motivation. According the results of Two-way ANOVA, the proposed intervention could increase students learning performance. The reflective-style students could have better learning achievement than active-style ones.
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
Analysis of the learning object-oriented programming factors IJECEIAES
Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
In learning, competitions are used for years in applications of robotics because of the increased learning efficiency. Likewise, competitions can be used as learning catalyzers in software engineering. In this work, a graduate-level course in software engineering is flourished with a learning setting based on competitions. The course relies on teaching agile software engineering methodologies. A project is implemented using an agile methodology because of the preparation of the students to the real world. From the software engineering point of view, software development should be learned by the students by experiencing the entire development life cycle. From the business point of view, the students should learn to take roles in software development by experiencing teamwork and collaboration, and they should be ready for the software development issues of real life. Competition-based learning supports these two points of view by increasing teamwork, creating self-motivation, and by simulating today’s fast-changing environments. In short, learning efficiency is increased for a course of agile software engineering using a competition-based learning setting by adapting a problem from mathematics.
THE IMPACT OF USING VISUAL PROGRAMMING ENVIRONMENT TOWARDS COLLEGE STUDENTS’ ...ijma
ABSTRACT
This study aimed to identify the impact of using a visual programming environment on college students’ achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students’ achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students’ achievement between the groups. Surprisingly, the thematic analysis showed that students’ understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students’ understanding.
The paper has been presented with a system that is
created on the android platform targeting the students studying in
an engineering institute. The application is created for effortless
day to day official work in an institute. Students will be served
with the benefits like compilation of branch wise question papers,
general aptitude questions, video lectures, newspapers, with
some interesting features like parent-teacher portal, feedback
system and ask your queries block. The application is designed
using core java coding, layout is fabricated with xml extension,
complete creation is done on android studio. Login authentication
is developed via Firebase Auth, newspapers have been linked
through their URL, video lectures are engrossed with API and
a separate website is created for parent-teacher interaction.
Based on the above mentioned ideology, We are fabricating an
application using android design studio kit which is majorly
concerned for the effortless access of all the essentials required
in an institute.
Peer tutoring strategy changes the role of instructors no matter what the instructor is an educator or a peer. The well-known method in computer science education, pair programming, is some kind of effective collaborative peer tutoring activity. The advantages of peer tutoring method emphasize similar prior knowledge and languages among peers so as to achieve teaching goals. Data Structure is a very important basic curriculum, regarded as a mandatory course in relevant computer domains of university. However, most of students fail to present their coding skills after learning data structure course. Cooperative learning is an effective learning strategy in which is often applied to education field. Students must work in groups to complete tasks collectively toward academic goals. Pair Programming could decrease errors in coding, increase coding quality and promote programmers confidence, as well as enhance their coding ability. This study incorporates an experimental learning activity, in which the students are asked to write programming codes, which can enhance students’ learning motivation. Then, this study compares the performance of the students with different learning
styles in learning motivation. According the results of Two-way ANOVA, the proposed intervention could increase students learning performance. The reflective-style students could have better learning achievement than active-style ones.
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
OOP and Its Calculated Measures in Programming Interactivityiosrjce
This study examines the object oriented programming (OOP) and its calculated measures in
programming interactivity in Nigeria. It focused on the existing programming languages used by programmers
and examines the need for integrating programming interactivity with OOP. A survey was conducted to measure
interactivity amongst professionals using certain parameters like flexibility, interactivity, speed,
interoperability, scalability, dynamism, and solving real life problems. Data was gathered using questionnaire,
and analysis was carried out using frequency, percentage ratio, and mean in arriving at a more proactive stand.
The results revealed that the some of the parameters used are highly in support of the programming interactivity
with OOP.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Analysis of pair Programming Effectiveness in Academic Environmentijcnes
Many experiments have been conducted on Pair Programming (PP) by constructing small-scale programs of a few hundred lines of code, using correctness, duration, and effort metrics. In this paper a group of students were selected on basis of major group as Computer Science and non-major group as Physics. Measurements were made on the basis of lines of code, creativity, presentation, time, number of variables used and efficiency. After gathering data the analyses were made with the requirements and plotted in graph to check their grade and statistic level between major and non-major group. Finally results are given such as major students possessed successive and non major students possessed partially successive.
Episode an extreme programming method for innovative software based on system...IJCSEA Journal
In software development, the waterfall model is commonly used, especially for large-scale software
systems. For smaller-scale software development, agile software development approaches such as extreme
programming or scrum are used. Traditional software development methodologies are mainly targeted
toward customer-centric development, and therefore, new software methodologies are often not well
received in the industry. In this study, we propose a new software development methodology that is aimed
at developing innovative software using artificial intelligence (AI), idea creation, value engineering, and
systems design. The name of our method is named as EPISODE (Extreme Programming method for
Innovative SOftware based on systems DEsign). EPISODE supports the efficient and creative development
of open source software (OSS) by small groups. Moreover we describe an evaluation of EPISODE in a
class.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
International Journal of Programming Languages and Applications (IJPLA)ijpla
International Journal of Programming Languages and Applications (IJPLA) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of the Programming Languages and Applications. This journal is dedicated to the distribution of research results in the areas of Programming Languages and Applications.
A study of the Behavior of Floating-Point Errorsijpla
The dangers of programs performing floating-point computations are well known. This is due to numerical reliability issues resulting from rounding errors arising during the computations. In general, these round-off errors are neglected because they are small. However, they can be accumulated and propagated and lead to faulty execution and failures. Typically, in critical embedded systems scenario, these faults may cause dramatic damages (eg. failures of Ariane 5 launch and Patriot Rocket mission). The ufp (unit in the first place) and ulp (unit in the last place) functions are used to estimate maximum value of round-off errors. In this paper, the idea consists in studying the behavior of round-off errors, checking their numerical stability using a set of constraints and ensuring that the computation results of round-off errors do not become larger when solving constraints about the ufp and ulp values.
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This study examines the object oriented programming (OOP) and its calculated measures in
programming interactivity in Nigeria. It focused on the existing programming languages used by programmers
and examines the need for integrating programming interactivity with OOP. A survey was conducted to measure
interactivity amongst professionals using certain parameters like flexibility, interactivity, speed,
interoperability, scalability, dynamism, and solving real life problems. Data was gathered using questionnaire,
and analysis was carried out using frequency, percentage ratio, and mean in arriving at a more proactive stand.
The results revealed that the some of the parameters used are highly in support of the programming interactivity
with OOP.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Analysis of pair Programming Effectiveness in Academic Environmentijcnes
Many experiments have been conducted on Pair Programming (PP) by constructing small-scale programs of a few hundred lines of code, using correctness, duration, and effort metrics. In this paper a group of students were selected on basis of major group as Computer Science and non-major group as Physics. Measurements were made on the basis of lines of code, creativity, presentation, time, number of variables used and efficiency. After gathering data the analyses were made with the requirements and plotted in graph to check their grade and statistic level between major and non-major group. Finally results are given such as major students possessed successive and non major students possessed partially successive.
Episode an extreme programming method for innovative software based on system...IJCSEA Journal
In software development, the waterfall model is commonly used, especially for large-scale software
systems. For smaller-scale software development, agile software development approaches such as extreme
programming or scrum are used. Traditional software development methodologies are mainly targeted
toward customer-centric development, and therefore, new software methodologies are often not well
received in the industry. In this study, we propose a new software development methodology that is aimed
at developing innovative software using artificial intelligence (AI), idea creation, value engineering, and
systems design. The name of our method is named as EPISODE (Extreme Programming method for
Innovative SOftware based on systems DEsign). EPISODE supports the efficient and creative development
of open source software (OSS) by small groups. Moreover we describe an evaluation of EPISODE in a
class.
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got reduced to monotonous lecturing.
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nternational Journal of Programming Languages and Applications ( IJPLA )ijpla
International journal of Programming Languages and applications is dedicated to the distribution of research results in the areas of Programming Languages and applications.
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INVESTIGATION OF ATTITUDES TOWARDS COMPUTER PROGRAMMING IN TERMS OF VARIOUS VARIABLES
1. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
DOI : 10.5121/ijpla.2019.9301 1
AN INTERACTIVE ANIMATION TOOL FOR JAVA
OBJECT ORIENTED PROGRAMMING
UNDERSTANDING
Sakeenah Ahmed1
and Mabroukah Amarif2
1
Department of Computer Sciences, Faculty of Sciences, Sebha University, Sebha, Libya
2
Department of Computer Sciences, Faculty of Information Technology, Sebha
University, Sebha, Libya
ABSTRACT
Java Language becomes the most common Object-Oriented Programming Language over the entire world.
Students from Computer Sciences and Information Technology are struggling to lean Java concepts and
programs on Java. That is because of the various difficulties in understanding Object Orientedconcepts
especially by novice programmers. This research adopts the design of interactive animationtool named
LearnOOP which includesan animatedvisual model that shows the role of an object within a Java program.
The visual object reflects the attributes and behaviour of that object to enhance students’ understanding.
The interaction between the developed tool and students is conducted and the usability is measured using a
questionnaire. The results show that the developed tool is more effective than using traditional teaching
and positively impact learning. The results also have confirmed that LearnOOP tool is promising with
respect to quality assurance, effectiveness and usability.
KEYWORDS
Visual role of variable, Java object oriented programming, animation,understanding
1. INTRODUCTION
Object Oriented Programming (OOP) concepts are currently the most widely used approach in
programming fields, particularly in comprehensive programs including the graphical user
interface [1]. It has many special features and advantages, including inheritance, data hiding,
multiple versions of an object, and the ease of division of work for any project [2]. OOP is an
influential model nowadays, with many of its structures being part of the language and ready to
use. Moreover, it helps to write large programs by multiple teams, each of which is programmed
to part of the whole system. Accordingly, Computer sciences colleges and institutes consider the
teaching of OOP languages as one of their most important educational curricula.
Based on previous studies, object programming has proved to be more complex than procedural
programming for beginners, the difficulty lies in the ambiguities of variables [3, 4, 5]. The
abstract nature of programming is another source of difficulties due to lack of mental perception
and difficulty of visualizing how programming structures and its datavariables work [6, 7, 8].
Researchers look forward for providing tools to facilitate understanding of programming.They
should understand the difficulties experienced by the novice programmers which resulting from a
lack of good understanding of how to write the program correctly, and thus can develop
methodologies and tools that can address these difficulties [9, 10, 11].
2. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
2
Some studies have focused on how to overcome these difficulties by providing useful systems
and effective interactive tools, or prepare a work environment for beginners to improve learning
programming [12, 13, 14, 15, 16].
There are new concepts that strongly support learning programs. One of the most important of
these concepts is the role of variable [17, 18, 19, 20], where these roles of the variables are
highlighted in the executed program to show and explain their behaviour and consequences
values during execution time.Using this approach, a few tools were developed with support of
visualization and animation techniques to interactively help students gain knowledge and acquire
skills about programming structures. However, none of these tools are used for object oriented
programming understanding. For this reason, this research proposes and develops an interactive
tool named LearnOOP which includes an animated visual model that shows the role of an object
within a Java program. The visual object reflects the attributes and behaviour of that object to
enhance students’ understanding and perception.
The evaluation of the developed tool is carried out using an empirical evaluation and the usability
is measured using a questionnaire. The following section describes the most related works to our
paper. The developed tool description is explained in section 3. Experimental procedure and
results are described in section 4. The usability questionnaire and results are given in section 5
while the discussion of this paper is explained in section 6. Finally, the conclusion is provided in
section 7.
2. RELATED WORK
The visualization and animation techniques are widely being used and adopted in Computer
Science education with the promise of enhancing student understanding of complex concepts
[21]. Using these techniques, tools were developed to interactively help students easily
understand difficult subjects and tough topics.
In the area of learning and teaching programming languages, the program structure is explained
as a visual and animated form especially for describing program variables. The main variable of
object oriented programmingis an object which contains of data (object attributes) and methods
(object behaviour). In fact, the OOP program outputs are the results of the processes and
operations that an object's functions perform on its data. This is also could be denoted as the role
of that variable which described in a visual animated form. Visualizing the role of the variable
makes the student aware of the reality of this variable. It alsodescribes for them the need of this
variable within the program.
From the literature, a few tools have been developed for teaching/learning programming
languages. Some of them adopt role of variable concept such as PlanAni [22] and ViLLE [23,24],
others are not, such as OOP-ANIM [8] and Jeliot [25,26,27]. PlanAni and ViLLE tools are used
for procedural programming understanding while OOP-ANIM and Jeliot are used for object
oriented programming comprehension. Moreover, the animation and visualization techniques
have been adopted in all of these tools but in different ways. Only PlanAni tool visualizes the role
of variable from a real world component, for example; counter variable is visualized as a step
foot. Figure 1 describes the PlanAni tool interface.
3. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
3
Figure 1.PlanAni tool main interface
ViLLE tool gives a description of role of variable in text-based form. It explains the changing
values of variable at each stage of program executing. Figure 2describes the ViLLE tool main
interface.
Figure 2.ViLLE tool main interface
Although the OOP-ANIM and Jeliot tools explain the object oriented programming concepts,
none of them include the concept of role of variables. OOP-ANIM uses UML diagrams as a
visual form of program parts, in the other side; Jeliot tool uses boxes and text form for program
executing visualization. Figure 3 and 4 describe the interfaces of OOP-ANIM tool and figure 5
describes the interface of Jeliot tool.
4. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 3.OOP-ANIM tool main interface
Figure 4.OOP-ANIM tool visual form
5. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 5.Jeliot tool main interface
Different studies have been carried out for evaluating these tools to know how much does role of
variable concept effect in learning and understanding. From the literature, Sajaniemi et al. have
conducted various studies [5, 18, 22, 28, 29]. Their results showed a positive effect of roles of
variables in understanding of programming languages. They also agree thatthe concept of role
must be enhanced by visual description that reflects the reality of its behavior.
Another research has been carried out by Shi et al. [30]. They considered the visualization and
animation effects of role of variable in building a novice program. They carried out an experiment
on 55 students of computer sciences. They divided the students into two groups; the first learning
group learned programming in the traditional way based on the role. The second group learned
with the support of PlanAni tool based on the visualizing roles of variables. Their data analysis
showed a general improvement of the level of SOLO and high approval for the second group.
Al-Barakati et al. have conducted an experimental study[31]. They used a PlanAni tool to teach
students an introductory programming course. Their results showed in scores on a post-test used
to evaluate the effect of visual role of variable in understanding with 91 students divided into
three groups. The results showed that the visual role of variable groupssignificantly outperformed
the non visual group.
A case study have been carried out by Rajala et al. [23] on ViLLE toolfocusing on the
effectiveness of visualization of role of variable on learning basic programming concepts. They
were randomly divided students into two groups. The control group used traditional textual
material during the course, while the treatment group used the same material extensively with
interactive examples using the ViLLE tool. The study found that the ViLLE tool improves
student learning without prior programming experience. They also found that ViLLE tool benefit
novice learners more than learners who have some previous experiences.
Various studies have been carried out using Jeliot tool during the development of the tool
versions[27, 32]. Regarding of learning with visualization and animation within the program
execution, the results show positive effect. They also concluded that the educational tool must be
incorporated into classes and assignments rather than once used as an aid in teaching.
6. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
6
Although there are tools in object programming for increasing students’ understanding, they lack
of the concept of variables roles and if variable roles are included, they still need to be visualize
for enhancing students’ understanding. All of these motivate us to propose and developa new tool
which adopts the visualization of variables roles using real world objects for more students’
perception and understanding of OOP java language.
The main goal of this paper is to justify the positive effect of visualizing the role of variable in
OOP Java programming understanding through our developed tool called LearnOOP and evaluate
quantitatively the effectiveness and usability of it. For the purpose of this paper, effectiveness
refers to the ability of this tool in enhancing student’s perception and understanding and usability
refers to the extent to which the tools are useful, easy to use, easy of learning, satisfy and clear.
Our goal is evaluated using an empirical evaluation approach (traditional teaching without a tool
vs. usingLearnOOP tool). The question is, “Is teaching using LearnOOP tool which includes the
visualization and animation of role of variables more effective than traditional teaching
medium?”.
3. LEARNOOP TOOL DESCRIPTION
LearnOOP is an interactive tool used for teaching/learning Java OOP programming language. It
contains the description of object and how being created from a special class. It adopts the role of
variable concept through an object description and different opeartions on it. The decriptoin of
object is given by visualization and animation of his attribues and behaviour. The tool includes
various examples of objects from the real world to increase the ability of undersanding OOP. For
an example; an object car1 is created from a class Car. Figure 6 shows the interface of the tool
and the object car1 example.
Figure 6.LearOOPTooluser interface
7. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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4. LEARNOOP TOOL EVALUATION
We carried out an experiment consists of 40students of the same lesson taught to the
undergraduate Computer Science inJava Programming I (OOP) course at Sebha University of
Libya during the semester I of 2017-2018 year. The students never studied OOP before. The
experiment was conducted in two stages where each stage uses a different learning medium
approach; the first stage uses only text-based materials (no visualization and animation of roles of
variables), in the second stage, we divide the students into two groups randomly. Each group
consists of 20 students. The first group called the control group which continuous in traditional
teaching way while the other uses LeanOOP tool (visualizing role of variable concept).The
students will be given a same test throughout the two stages. They are allowed to improve their
answer after each stage. The results of the tests after each stage of the medium approach are
compared.
The same topics of the lessons are given during all of the two stages. These topics are: class and
object concepts, operations on object such as create, delete, copy, display, and modify object
attributes. It also covers the inheritance lesson.
In this experiment, the tool SPSS [33] is used to statistically evaluate the effectiveness of
LearnOOP tool using t-test and p-value.
4.1. Experimental Procedure
A total of 40 students participated in the experiment. The students are second year of Computer
Science students (undergraduate students) at Sebha University of Libya. We follow the pre-test to
post-test accuracy [34,35] in order to evaluate the effectiveness of LearnOOP tool. At the first
stage, all of the students were given the same lesson using traditional teaching medium followed
by a pre-test. At the second stage, the students were divided into two equal groups randomly; the
first group continuous with traditional teaching medium and the second group were introduced to
LearnOOP tool followed by a post-test for both groups.
The experiment was controlled by delivering the same lessons to all of the students by the same
teacher during one semester long. The semester was divided into two equal stages of time. In the
first stage, only text-based materials were used during the lesson time with the help of electronic
slides. At the end of the stage, the students were given a pre-test of three OOP questions with a
time limit of one hour to answer them.
In the second stage, after the pre-test, students were divided into two equal groups; group A and
group B. group A continued with traditional teaching medium. group Bintroduced to LearnOOP
tool and to its visual interface. They were asked to experiment with some examples of real world
objects such as Car, Employ, Television, Book and Account. They were also asked to experiment
with the concepts of class and object, operations on objects and inheritance. At the end of the
session, both groups were given a post-test of different OOP questions regarding of the same
objects with a time limit of one hour to answer them.
To control the tasks performance, the students were not allowed to consult books or use any
materials. Then the results of pre-test and post-tests were compared.
8. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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4.2. Experimental Results
To determine the effectiveness of LearnOOP tool, a pre-test and post-test accuracy is used. Table
1 describes the students’ scores of group B for the pre-test before using LearnOOP tool and post-
test after using LearnOOP tool. Notice that the maximum score for each student is 15.
Table 1. The students’ scores (group B) of pre-test and post-test
No. Pre-test scores
Without a tool
Post-test scores
Using LearnOOP tool
1 2 10
2 2 11
3 5 12
4 5 12
5 2 11
6 2 10
7 11 14
8 2 9
9 1 4
10 3 7
11 2 10
12 2 9
13 4 12
14 1 7
15 2 10
16 2 10
17 1 4
18 1 4
19 3 7
20 1 4
total 54 177
The means (averages) of students' scores of pre-test and post-test are calculated.Table 2 describes
the meansvalues of the group tested.
Table 2. The students' scores means of pre-test and post-test (group B)
Time Treatment No. Mean
Sebha University Without a tool 20 2.7
Using LearnOOP tool 20 8.85
According to the chart analysis of the means values, it’s clear that the mean value using
LearnOOP tool is higher than the mean value without using the tool.Figure 7 explains the idea.
9. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
9
Figure 7. The means of the students’ scores (group B)
The adopted statistical analysis of this experiment is that:
Null Hypothesis (H0 ): the conducted hypothesis is that there is no difference in the mean of
pre-test and post-tests scores. In other words, the pre-test and post-tests scores will have equal
means.
Alternative hypothesis (H1 ): the alternative hypothesis is that there is at least one difference
in the mean of the pre-test and post-test scores in the group tested.
p-value: the return value of the statistical test which indicates the probability of getting a
mean difference between the per-test and post-test as high as what is observed by chance. The
lower the P-value, the more significant difference between the groups. The typical
significance level that has been chosen in this experiment is 0.001.
t-test: this test was run on the pre-test and post-test scores. In this experiment, the result t-test
shows that there is a difference between the pre-test and post-test according to the p-value
which is 0.000 and less than the significance level 0.001. Table 3 shows the result of t-test.
Table 3. The results of t-test
Treatment No. of
student
Mean p-value t- test
Without a tool
Using LearnOOPTool
20
20
2.7
8.85
0.000 LearnOOP tool >No tool
The test shows that there is a difference between using the LearnOOP tool and without using it
based on the p-value which equal to 0.000. The p-value is less thanthe significance level (0.001)
and that means the improvement from pre-test to post-test is statistically high significant.
10. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Table 4 describes the students’ scores of group A (without a tool) for the post. Notice that the
maximum score for each student is 15.
Table 4. The students’ scores (group A) of post-test
No. Post-test scores without a tool
1 5
2 2
3 10
4 3
5 3
6 2
7 7
8 2
9 6
10 7
11 4
12 4
13 4
14 4
15 2
16 3
17 2
18 1
19 10
20 13
total 94
Again, The students' scores means of post-test for group A is calculated.Table 5 describes the
means ofboth groups tested.
Table 5. The students' scores means of post-test for group A and B
Time Treatment No. Mean
Sebha University Without a tool (group A) 20 4.7
Using LearnOOP tool (group B) 20 8.85
According to the chart analysis of the means values, it’s clear that the mean value of group B,
which usesLearnOOP tool, is more higher than the mean value of the group A, which does not
use it. Figure 8 explains the idea.
11. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 8. The means of the students’ scores between group A and B
The same pervious statistical analysis is adopted for calculating the t-test; in this time, the test
was run on the post-test of the two groups; A and B scores. The result t-test shows that there is a
difference between the post-test of group A and post-test of group B according to the p-value
which is 0.000 and less than the significance level 0.001. Table 6 shows the result of t-test.
Table 6. The results of t-test
Treatment No. of
student
Mean p-value t- test
Without a tool (group A)
Using LearnOOPTool(group B)
20
20
4.7
8.85
0.000 LearnOOP tool >No tool
5. THE USABILITY QUESTIONNAIRE
The objective of this questionnaire is to measure the most important dimensions of usability for
users in order to evaluate the LearnOOP developed tool. In order to develop the questions of our
questionnaire, we considered five factors for evaluating the users' perceptions of usability and
interface issue[36, 37]. We considered these factors as independent variables; that is, the factors
they cause usability. On the other side, the usability was considered as a dependent variable of
our research; hence, we want to measure the usability according to the answers of the provided
questions of the questionnaire. We provided 19 questions to mostly cover the related points to the
five factors. The questions are: 1 to 4 for usefulness, 5 to 9 for ease of use, 10 and 11 for ease of
learning, 12 to 16 for satisfaction and 17 to 19 for clarity. We also included some questions for
comments on usability. The format and the questions of the questionnaire are provided in figure
9; a, b, c and d.
12. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 9a. The Usability Questionnaire personal information
Figure 9b. The Usability Questionnaire questions from 1 to 12
13. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 9c. The Usability Questionnaire questions from 13 to 19
Figure 9d. The Usability Questionnaire comments questions
5.1. The Usability Evaluation
Five choices of answers to these 19 questions are provided. The answers are: strongly agree,
agree, neither agree or disagree, disagree and strongly disagree. These answers encourage the
students to honestly choose the correct answers according to their perceptions. The five given
choices of answers enable us to measure the usability using statistical tests such as percentage.
To determine the usability and user interface of LearnOOP tool, a questionnaire was given to the
students of group B after the tool is used. The result of the questionnaire is summarized in Figure
10.
14. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
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Figure 10. The Usability Questionnaire results
The questions of the questionnaire are concerned with five factors which strongly related to
usability and user interface. The first factor is usefulness which includes the first question until
the fourth question. All of the students strongly agree that the LearnOOP tool is useful. The
second factor is ease of use which includes the fifth question until the ninth question. It seems
that not all of the students strongly agree that the LearnOOP tool is easy to use but 74% agree that
they can recover the tool mistake easily and quickly. For the third factor, ease of learning, most of
the students strongly agree that the LearnOOP tool is easy to learn. For the fourth factor,
satisfaction, 85% of the students strongly agree that they are satisfied with LearnOOP tool while
15% of them agree with satisfaction of LearnOOP tool. The last factor is clarity. Most of the
students strongly agree that interface and images of LearnOOPtool are clear and understandable.
The only point is that 26% of students disagree with the recovering of mistakes during the tool
using. This may refer to the lack of experience and use of the specific tool.
We also collected some comments from the students in the same questionnaire about LearnOOP
tool. About the question “what would you suggest to make the tool better?” some of the students
suggested to add voice and instructional guideline. Regarding of what the students liked best and
least about the tool, most of them liked very much the way of LearnOOP tool animation but
nothing that the students liked least about the tool.
6. DISCUSSION
The results in this experiment indicate that LearnOOPTool is more effective and efficient than
traditional learning medium. According to our hypothesis testing, there is a significant difference
between using LearnOOPTool as a teaching/learning medium and text-only material. It shows
that learning with visualizing role of variable significantly outperformed text-only material. The
students realize many facts about object programming, the most important of which is that the
object name indicates a variable that contains the object data address in the memory. They also
15. International Journal of Programming Languages and Applications (IJPLA ) Vol.9, No.1/2/3, July 2019
15
learn from the tool how to extract the object’s attributes through visual form. Meanwhile, the
overall improvement of enhancing the students’ ability for understanding the OOP Java using
LearnOOPTool is demonstrated and achieved. Compared with the previous studies, we almost
agree with them on the need for the use of supporting education tools. We also agree on the need
of adopting the role of variable concept for clarifying the programming and coding of different
programming languages.
Looking at the usability questionnaire and test, we recognize that the students enjoy using
educational tools. They emphasize that thesekind of tools really support their understanding
during lecture lessons. They also agree that the educational learning and teaching tools provide a
great deal of fun during lessons time and urge students to receive and absorb information
enthusiastically.
7. CONCLUSION AND FUTURE WORK
The emerging of modern teaching approaches with educational techniques absolutely enhances
the students’ understanding.Experimental assessment and empirical evaluation have been shown
that using computer educational tools during lectures and classrooms time could improve the
ability of understanding and retention. Unfortunately, many teachers avoid using this type of
teaching tools and a few researches dealt with the problem of the lack of using these kinds of
tools.
Furthermore, studies have shown that the role of variable concept educationally enhanced
students’ understanding if they were supported by visualizing forms from the real world. This
paper was motivated by these observations. In particular, this paper suggested more experiments
of other tools through empirical evaluation in order to improve their effectiveness and
teaching/learning support in the field of programming understanding. Our future work will
consider adding more OOP features to LearnOOP tool such as polymorphism. Showing the
relationship between entity and objects is also an interested area of OOP programming languages.
Another future work is running more experiments and empirical evaluation for LearnOOP tool
and other related tools.
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Micro-worlds," in International Conference on Informatics in Schools: Situation, Evolution, and
Perspectives, 2017, pp. 195-206.
[2] Onu Fergus U,O. S. U. M., John-Otumu, M. A., &Igboke, M. E., "OOP and Its Calculated Measures
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9, 2015.
[3] Oliveira, C., "The importance of learning computer programming for engineers," Proceedings -
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Malaysia, 2016.
[4] Ragonis, N., &Ben-Ari, M., "A long-term investigation of the comprehension of OOP concepts by
novices," 2005.
[5] Byckling, P.,Gerdt, P.,&Sajaniemi,J., "Roles of variables in object-oriented programming," in
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AUTHORS
Sakeenah Ahmed: received her BSc degree in Computer Sciencefrom University of
Sebha, Libya.She is currently doing her MSc in computer Sciences at Sebha
University of Libya. She interests in the area of Software Engineering, Networking,
Computer Security and Computer Education. she is currently working as teacher of
computer sciences in secondary school of Libya.
Mabroukah Amarif: received her BSc degree in Computer Sciencefrom University of
Sebha, Libya, MSc in Computer Science from Universiti Sains Malaysia, and PhD in
Software Engineering from UniversitiKebangsaan Malaysia. Her interests span a wide
range of topics in the area of Software Engineering, Networking, Computer
Security,Visual Informatic, Computer Education and programming languages. She is
currently working as Assistant Professor at the departement of computer science,
Faculty of Information Technology in Sebha University of Libya.