Assessing Graphical Loop Invariant Based Programming Performance in a CS1 Course.
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| Title: | Assessing Graphical Loop Invariant Based Programming Performance in a CS1 Course. |
|---|---|
| Authors: | BRIEVEN, Géraldine1 gbrieven@uliege.be, DONNET, Benoit1 benoit.donnet@uliege.be |
| Source: | Informatics in Education. Jun2026, Vol. 25 Issue 2, p19-56. 38p. |
| Subject Terms: | *Computer programming education, *Cognitive load, *Educational outcomes, *Teaching aids, Computer software correctness |
| Abstract: | We investigate the pedagogical impact of Graphical Loop Invariant Based Programming (GLIBP) in an introductory programming course. This approach encourages students to visually model the objects and variables handled in the loop, before implementing it. To evaluate the efficiency of this GLI model, a four-condition A/B/C/D test was conducted across two problems, with students receiving varying levels of scaffolding (from no support to a fully constructed GLI). Analysis of students’ code showed that a well-designed GLI reduced errors related to the loop guard and the update of variables. However, many students struggled to understand or represent a GLI. The fill-in-the-blank GLI version, in particular, often added cognitive load rather than reducing it. Three recommendations emerged: train students to interpret a provided GLI when writing code; second, teach students to sketch their own model by recognizing similarities to previously solved problems; finally, guide students with questions to ensure all necessary variables and relationships are properly identified. [ABSTRACT FROM AUTHOR] |
| Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195847620 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing Graphical Loop Invariant Based Programming Performance in a CS1 Course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22BRIEVEN%2C+Géraldine%22">BRIEVEN, Géraldine</searchLink><relatesTo>1</relatesTo><i> gbrieven@uliege.be</i><br /><searchLink fieldCode="AR" term="%22DONNET%2C+Benoit%22">DONNET, Benoit</searchLink><relatesTo>1</relatesTo><i> benoit.donnet@uliege.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Informatics+in+Education%22">Informatics in Education</searchLink>. Jun2026, Vol. 25 Issue 2, p19-56. 38p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+software+correctness%22">Computer software correctness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We investigate the pedagogical impact of Graphical Loop Invariant Based Programming (GLIBP) in an introductory programming course. This approach encourages students to visually model the objects and variables handled in the loop, before implementing it. To evaluate the efficiency of this GLI model, a four-condition A/B/C/D test was conducted across two problems, with students receiving varying levels of scaffolding (from no support to a fully constructed GLI). Analysis of students’ code showed that a well-designed GLI reduced errors related to the loop guard and the update of variables. However, many students struggled to understand or represent a GLI. The fill-in-the-blank GLI version, in particular, often added cognitive load rather than reducing it. Three recommendations emerged: train students to interpret a provided GLI when writing code; second, teach students to sketch their own model by recognizing similarities to previously solved problems; finally, guide students with questions to ensure all necessary variables and relationships are properly identified. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195847620 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15388/infedu.2507.010 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 38 StartPage: 19 Subjects: – SubjectFull: Computer programming education Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Computer software correctness Type: general Titles: – TitleFull: Assessing Graphical Loop Invariant Based Programming Performance in a CS1 Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: BRIEVEN, Géraldine – PersonEntity: Name: NameFull: DONNET, Benoit IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 16485831 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Informatics in Education Type: main |
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