BlueJ-UML: Learning Object-Oriented Programming Paradigm Using Interactive Programming Environment

Most of the students coming from various different backgrounds find software programming a difficult subject to learn and master, especially in learning the concept of object-oriented programming. Because they must be able to model physical beings into virtualized objects and define complex object r...

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Bibliographic Details
Published in2018 International Symposium on Educational Technology (ISET) pp. 47 - 51
Main Authors Keung, Jacky, Xiao, Yan, Mi, Qing, Lee, Victor C. S.
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.07.2018
Subjects
Education
Interactive Programming Environment
Object oriented modeling
Object oriented programming
Online Platform and Environment
Programming profession
Technology Acceptance Model
Unified modeling language
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Summary:Most of the students coming from various different backgrounds find software programming a difficult subject to learn and master, especially in learning the concept of object-oriented programming. Because they must be able to model physical beings into virtualized objects and define complex object relationships in their designs for object interactions in a very abstract fashion that is not easily understood. This study is an attempt to introduce a unique interactive learning platform to students learning Java programming, which was designed with a set of object-oriented programming pedagogical considerations in mind. This study further extends and enhances with model-driven software development technique, such that to supporting unified modelling language (UML) class diagrams and code fragments generation in order to ease the learning needs of students, a unique way to learn fundamental programming concepts. This paper introduces a new online interactive platform and environment called BlueJ-UML, which is to help students to learn and practice object-oriented programming in class. It also evaluates the success outcome of the proposed new learning method through a Technology Acceptance Model Framework, and that followed by a comprehensive statistical analysis to assess improved academic performance of the students. The result was encouraging: student programming capability had been significantly elevated and was positively correlated to their overall perception and adoption of this new technique introduced in the class.
DOI:10.1109/ISET.2018.00020