Analiza efekata primene različitih platformi za učenje programiranja

Abstract

Demands for the development of digital skills are becoming more and more prevalent. Curricula across the world are being increasingly focused on the development of students’ digital competences, and problem solving skills in particular. Teaching programming can be challenging for teachers, especially when younger children are taught. However, teaching programming is very important for the development of logical skills, analysis skills and problem solving skills. Accordingly, there are many platforms which have been developed for easier acquisition of programming concepts and their application. However, the ways of using these platforms may have different effects on learning process, depending on students’ characteristics and age. Besides, different approaches to platform development and platformfeatures complicate teachers’ right choice of the platform as well as the adaption of programming teaching to different groups of students. The aim of this paper is to analyze the effects the application of different platforms for learning programming may have on the cognitive and affective aspects of learning with students up to 14 years old. The review and analysis of the results of relevant papers which deal with the effects of using platforms for learning programming on learning outcomes and learning process have been conducted. Both the quantitative and qualitative results of the analyzed papers are considered. The paper concludes by giving some pedagogical and research implications.