Introducing Textual and Visual Based Programming to First Time Users

The objective of this thesis is to introduce textual and visual based programming to first time users and evaluate how they are perceived, by performing literature research and conducting field studies at Grimstaskolan.By dividing a class of students in two test groups, each were introduced to textual language Python and visual language Scratch respectively. The initial response showed visual based programming as a more fun and motivating method of programming for a continued interest in learning. However, it was subsequently noted that visual programming itself was very distracting from the actual assignments. Despite Python being considered less motivating, the actual program was not a source of distraction in the aspect as Scratch was. What can be concluded is that Scratch is a good introductory language to promote systematic reasoning. It may also motivate children more to pursue programming, to then later have the ability to visualize the processes in a text based language such as Python. There are many different methods of practical implementation of computational programming, as of which cross-curricular programming and having it as a separate course are notably the two main possibilities, both of which are arguably preferable. As a recommendation that can be concluded for The National Agency for Education (Skolverket), a combination of multiple methods could be more appropriate, but should be more extensively studied