Students' Behavioral Intention to Use Gradual Programming Language Hedy

Abstract

Programming is generally considered a cognitively challenging subject by beginners because it involves acquiring complex new knowledge, strategies, and practical skills. Effective instructional strategies and programming platforms are important in providing the student with optimal learner support. As a new approach, the first gradual programming language Hedy was launched to overcome issues with syntax and cognitive overload when learning to program by teaching syntax and semantic knowledge in steps, rather than at once. In this paper, we aim to investigate students' acceptance of Hedy, by analyzing their behavioral intentions from the theoretical background of the Technology Acceptance Model (TAM). We conducted a qualitative case study combining a survey and group interviews to capture the dimensions of TAM. 18 students between the ages of 10 and 12 attended four days of summer camp on Hedy during which data were gathered. The results indicate that several of the participants have a positive attitude towards Hedy, and their experience of "not too difficult but real programming" appears in line with the intention of the gradual programming language. However, some other children found Hedy too limited and restricted or expressed a desire for a different type of output. Overall, learners' experience appeared embedded in their previous programming experience as well as expectation beforehand of Hedy and of programming in general. Finally, a trend could be seen where learners from under-resourced communities (about half of the participants) overall were less positive about their experience and behavioral intention.

Authors 2

1. Sabiha Yeni Aachen

   Leiden University

   Affiliation as printed

   Leiden University, Leiden, Netherlands

2. Anna van der Meulen Aachen

   Leiden University

   Affiliation as printed

   Leiden University, Leiden, Netherlands