Cluster-based analysis of novice coding misconceptions in block-based programming

Abstract

Recent years have seen an increasing interest in identifying common student misconceptions during introductory programming. In a parallel development, block-based programming environments for novice programmers have grown in popularity, especially in introductory courses. While these environments eliminate many syntax-related errors faced by novice programmers, there has been limited work that investigates the types of misconceptions students might exhibit in these environments. Developing a better understanding of these misconceptions will enable these programming environments and instructors to more effectively tailor feedback to students, such as prompts and hints, when they face challenges. In this paper, we present results from a cluster analysis of student programs from interactions with programming activities in a block-based programming environment for introductory computer science education. Using the interaction data from students' programming activities, we identify three families of student misconceptions and discuss their implications for refinement of the activities as well as design of future activities. We then examine the value of block counts, block sequence counts, and system interaction counts as programming features for clustering block-based programs. These clusters can help researchers identify which students would benefit from feedback or interventions and what kind of feedback provides the most benefit to that particular student.