Teaching with Student Agency for Self-efficacy to Learn PL Concepts Across Experience Levels

Abstract

PhD Defense: Programming language (PL) concepts extend beyond the classroom when student agency promoting teaching interventions improve student self-efficacy. Four case studies across three student experience levels provide small-group discussions and non-code artifacts to illustrate student PL concept construction and self-belief. In study one, programming musical performances enabled first-time programmers to participate regardless of programming experience level using the domain specific language (DSL) for event-driven, message passing programs, called BlockyTalky. Previously unengaged students benefited from exhibiting agency in music before reifying ideas in code; however, instructor authority and desire for student elaboration provided unintended negative corrective feedback. In study two, first time programmers made wearable computing devices from visual diagrams annotated with type syntax that translated to dataflow DSL, called Warble, along with general-purpose, host language code. In study two, first time programmers made wearable computing devices from visual diagrams annotated with type syntax that translated to dataflow DSL, called Warble, along with general-purpose, host language code. In study three, mid-level university students in an introductory PL course discussed existing examples for explanatory feedback rather than producing answers for corrective feedback. Perceived participation was not impacted, but this intervention warrants further study on early confidence in discussing algorithmic PL concepts rather than the new syntax and semantics we anticipated. In study four, a semester-long rubric enabled a student-regulated learning (SRL) assessment strategy for an upper-level, programming language design seminar. Students achieved learning objectives through designing and implementing DSLs, often beyond instructor expectations, with negligible detriment to teaching effort. Students applied understanding in professional programming practice beyond the context of the seminar's learning environment.

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