2022 Fiscal Year Final Research Report

Practice of tutoring support environment for early development of programming skills with software quality

Research Project

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Project/Area Number	18K11566
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 62030:Learning support system-related
Research Institution	Shizuoka University
Principal Investigator	Noguchi Yasuhiro 静岡大学, 情報学部, 准教授 (50536919)
Co-Investigator(Kenkyū-buntansha)	小西達裕静岡大学, 情報学部, 教授 (30234800) 山下浩一常葉大学, 経営学部, 准教授 (30340110) 小暮悟静岡大学, 情報学部, 准教授 (40359758) 山本頼弥山陽小野田市立山口東京理科大学, 工学部, 助教 (70825116)
Project Period (FY)	2018-04-01 – 2023-03-31
Keywords	プログラミング教育 / 学習支援システム / ソフトウェア品質 / 非機能要求 / 拡張性 / テスト容易性 / セキュリティ
Outline of Final Research Achievements	This study identified a problem in that current initial programming education often focuses on the syntax and logic structuring methods of programming languages, which prevents students from learning programming with an awareness of quality characteristics such as modifiability, testability, and security. In order to realize an environment in which students can learn basic programming skills while focusing on quality from the initial stage, we proposed a visualization support system that enables early learners to evaluate the quality of their editted exercise code themselves. In order to reduce learner confusion caused by that insufficiently understood learning items are widely dispersed in multiple subsequent learning areas (e.g., operating system, computer architecture, computer network, object oriented design, automated testing, and others) when learners get stuck, we developed an support environment that enables learners to refer to learning items corresponding to their stuck.
Free Research Field	学習支援システム
Academic Significance and Societal Importance of the Research Achievements	本研究は、従来のプログラミング教育では行われてこなかった初期段階から品質に着目しながらプログラミングを学ぶための方法論を探究するものであり、初学者自身が自身の演習コードの品質を評価する方法、現状では後続の複数の科目で学ぶ学習項目を学習者の混乱なく取り入れる方法、は新たな取り組みである。現在、小中高校でのブロックプログラミング言語によるプログラミング教育が普及してきており、本研究の成果は、その状況を前提とした新たな実践的なプログラミング教育の改訂に資するものと考えられる。