A Debugging Learning Trajectory for Text-Based Programming Learners

Abstract

Novice programming learners encounter programming errors on a regular basis. Resolving programming errors, which is also known as debugging, is not easy yet important to programming learning. Students with poor debugging ability hardly perform well on programming courses. A debugging learning trajectory which identifies learning goals, learning pathways, and instructional activities will benefit debugging learning activities development. This study aims to develop a debugging learning trajectory for text-based programming learners. This is accomplished through (1) analyzing programming errors in a logic programming learning environment and (2) examining existing literature on debugging analysis.