Computers & Education

• Students who learned with a block-based programming environment outperformed peers who used an isomorphic text-based tool. • In transitioning to Java, there was no difference in achievement between learners coming from block-based or text-based tools. • There were no significant differences in attitudes between block-based and text-based learners 10 weeks into learning Java. • A text-based introduction to coding did not engender more successful Java programming practices than a block-based approach. • The modality of the introductory tool (block or text-based) had no effect on student outcomes after 10 weeks of learning Java.

Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms