The working group will conduct a systematic literature review based on the guidelines proposed by Kitchenham et al. It is therefore timely to conduct and present such a review in order to gain an understanding of the research focuses, to highlight advances in knowledge since 2003, and to indicate possible future directions for research. There does not appear to have been a comprehensive review of research into introductory programming since that of Robins et al. Some notable areas that have not been reviewed are assessment, academic integrity, and novice student attitudes to programming.
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While these aspects encompass a wide range of issues, they do not cover the full scope of research into novice programming.
However, these reviews have focused on highly specific aspects, such as student misconceptions, teaching approaches, program comprehension, potentially seminal papers, research methods applied, automated feedback for exercises, competency-enhancing games, and program visualisation. Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular introductory programming. This may provide insights for future research on how we teach novices and how they learn to program.Ī broad review of research on the teaching and learning of programming was conducted by Robins et al. We present discussions on these trends and in doing so, we provide a checkpoint for introductory programming research. Some of these topics have faded from prominence and are less relevant today while others, including many topics focused on students, such as making learning programming more appropriate from gender, diversity, accessibility and inclusion standpoints, have garnered significant attention more recently. Applying a systematic approach to collecting papers presented at the Symposium that focus on novice programming / CS1, we categorized hundreds of papers according to their main focus, revealing important introductory programming topics and their trends from 1970 to 2018. We also situate the Symposium's impact in the context of the wider literature on introductory programming research. In this paper, we present a perspective on the evolution of introductory programming education research at the Symposium over these 50 years.
The SIGCSE Technical Symposium is celebrating its 50th year, and a constant theme throughout this history has been to better understand how novices learn to program.
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