Academic Paper Summary

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    This study uses learning activities to help students learn basic OOP concepts and address some misconceptions about object-oriented programming. As opposed to focusing only on the technical aspects of a programming language like C++, students can focus on the concepts that govern an object-oriented approach to programming. This study has two main aspects. The first aspect is how OOP concepts can be implemented with a block-based language, as well as the implementation of blocks in programming languages. In addition, Blockly -OOP has been evaluated for student learning with promising results that warrant further research. According to the results, students learn OOP concepts more effectively with Blockly -OOP than with C++. Students need a text language to learn OOP concepts in CS2. However, using a block-based language as a stepping stone can be valuable. Block-based languages can affect students' learning of OOP concepts differently depending on how they correct selected misconceptions. Block-based development environments should make OOP a major functional focus by exploring block design. This is another recommendation for future work. In addition to the colours and patterns of the blocks, such studies must consider many factors. For example, the construction menu layout, the content of the hints and error messages, the semantic fit for textual OOP languages, the OOP abstraction level to be represented in blocks, and so on. The only OOP constructs we explored were classes, objects, constructors, and fields. The next step would be to implement OOP concepts like inheritance, polymorphism, and substitution. It is important to test students using Block-based OOP guidelines to see whether they can translate their learning into text-based OOP languages and write better OOP code using frameworks (Allen et al., 2022).



Reference

O. Allen, X. Downs, E. Varoy, A. Luxton-Reilly and N. Giacaman, "Block-Based Object-Oriented Programming," in IEEE Transactions on Learning Technologies, vol. 15, no. 4, pp. 439-453, 1 Aug. 2022, doi: 10.1109/TLT.2022.3190318. Available at: https://ieeexplore.ieee.org/document/9829246 , (Accessed: November 29, 2022)




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