Name
Abstract | ||
|---|---|---|
Assuming that understanding object-oriented programming requires the understanding of object-interaction, this article outlines the development of a theoretical model that provides a framework to assess a hierarchy of competences related to object-interaction. A newly developed test allows for an in-depth analysis of this hierarchy, including its relationship with other (e.g. more 'traditional') factors that impact students' understanding of object- oriented programming. Based on a study at two learning institutions, we conclude that the proposed model is an effective tool for describing different competence levels. The analysis of how different factors influence students' object-interaction skills shows a correlation between object-interaction and imperative programming, as well as self-efficacy; the correlation between object-interaction and math, however, was weak. We found that the degree of visibility of object-interaction in the program text is the most critical factor for understanding object-interaction. The analysis is followed by a discussion of the implications of the findings for teaching. |
Year | Venue | Keywords |
|---|---|---|
2006 | PPIG | self efficacy,object oriented programming |
Field | DocType | Citations |
Competence (human resources),Visibility,Computer science,Imperative programming,Competence model,Mathematics education,Hierarchy | Conference | 4 |
PageRank | References | Authors |
0.84 | 9 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| jens bennedsen | 1 | 423 | 36.79 |
| Carsten Schulte | 2 | 390 | 49.99 |
| fuglsangs alle | 3 | 4 | 0.84 |