research-article

Experiencing programming assignments in CS1: the emotional toll

Authors:

Paivi Kinnunen,

Beth SimonAuthors Info & Claims

ICER '10: Proceedings of the Sixth international workshop on Computing education research

Pages 77 - 86

https://doi.org/10.1145/1839594.1839609

Published: 09 August 2010 Publication History

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Abstract

The constant comparative method was used to explicate the experience computing majors have with programming assignments in a CS1 course. Findings from a series of four interviews conducted with a purposeful sample of nine students revealed that the primary reflective experience with programming assignments was emotional. That is, the way students remembered and discussed their experiences with programming assignments was dominated by emotional experiences and reactions. We identified six stages whose dimensions capture the variation in students' emotional experiences with programming assignments. This paper reports the beginnings of analysis geared at developing a theory of students' programming assignment experience, rich in detail and grounded in student experience. When completed such a theory may lead to curricular supports, interventions, or tools, to help steer student experience away from the most harmful of emotional tolls.

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Andrée MAnderhag PBjörnhammer SSalomonsson N(2024)Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programmingFrontiers in Education10.3389/feduc.2024.12910709Online publication date: 15-Feb-2024
https://doi.org/10.3389/feduc.2024.1291070
Zabner DMonga MLonati VBarendsen ESheard JPaterson J(2024)A Learning Theory of Programming Language AcquisitionProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659476(838-839)Online publication date: 8-Jul-2024
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Gardella NPettit RRiggs SMonga MLonati VBarendsen ESheard JPaterson J(2024)Performance, Workload, Emotion, and Self-Efficacy of Novice Programmers Using AI Code GenerationProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653615(290-296)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653615
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Index Terms

Experiencing programming assignments in CS1: the emotional toll
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Information & Contributors

Information

Published In

ICER '10: Proceedings of the Sixth international workshop on Computing education research

August 2010

124 pages

ISBN:9781450302579

DOI:10.1145/1839594

General Chair:
Michael E. Caspersen
Aarhus University, Denmark
,
Program Chairs:
Mike Clancy
University of California, Berkeley, California, USA
,
Kathryn Sanders
Rhode Island College, Providence, USA

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 August 2010

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ICER '10

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SIGCSE

ICER '10: International Computing Education Research Workshop

August 9 - 10, 2010

Aarhus, Denmark

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Overall Acceptance Rate 189 of 803 submissions, 24%

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Andrée MAnderhag PBjörnhammer SSalomonsson N(2024)Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programmingFrontiers in Education10.3389/feduc.2024.12910709Online publication date: 15-Feb-2024
https://doi.org/10.3389/feduc.2024.1291070
Zabner DMonga MLonati VBarendsen ESheard JPaterson J(2024)A Learning Theory of Programming Language AcquisitionProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659476(838-839)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659476
Gardella NPettit RRiggs SMonga MLonati VBarendsen ESheard JPaterson J(2024)Performance, Workload, Emotion, and Self-Efficacy of Novice Programmers Using AI Code GenerationProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653615(290-296)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653615
Sanhueza FGutierrez FVasquez AMonga MLonati VBarendsen ESheard JPaterson J(2024)Exploring the Acceptance and Effectiveness of Parsons Problems on Scaffolding CS1 RetakersProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653590(681-687)Online publication date: 3-Jul-2024
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Li YChen MHunt AZhang HO'Rourke E(2024)Exploring the Interplay of Metacognition, Affect, and Behaviors in an Introductory Computer Science Course for Non-MajorsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671119(27-41)Online publication date: 12-Aug-2024
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Dornbusch MVahrenhold J(2024)"In the Beginning, I Couldn't Necessarily Do Anything With It": Links Between Compiler Error Messages and Sense of BelongingProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671105(14-26)Online publication date: 12-Aug-2024
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Chen MLi YO'Rourke E(2024)Understanding the Reasoning Behind Students' Self-Assessments of Ability in Introductory Computer Science CoursesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671094(1-13)Online publication date: 12-Aug-2024
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Hogan ELi RSoosai Raj AGriswold WPorter LStephenson BStone JBattestilli LRebelsky SShoop L(2024)Challenges and Approaches to Teaching CS1 in PrisonProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630802(512-518)Online publication date: 7-Mar-2024
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Morales-Navarro LFields DKafai Y(2024)Understanding growth mindset practices in an introductory physical computing classroom: high school students’ engagement with debugging by design activitiesComputer Science Education10.1080/08993408.2024.2317080(1-31)Online publication date: 13-Feb-2024
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Silva LMendes AGomes AFortes G(2023)What Learning Strategies are Used by Programming Students? A Qualitative Study Grounded on the Self-regulation of Learning TheoryACM Transactions on Computing Education10.1145/363572024:1(1-26)Online publication date: 6-Dec-2023
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Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning Outcomes

Pseudocode vs. Compile-and-Run Prompts: Comparing Measures of Student Programming Ability in CS1 and CS2

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