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Expertise in programming traditionally assumes a binary novice-expert divide. Learning resources typically target programmers who are learning programming for the first time, or expert programmers for that language. An underrepresented, yet important group of programmers are those that are experienced in one programming language, but desire to author code in a different language. For this scenario, we postulate that an effective form of feedback is presented as a transfer from concepts in the first language to the second. Current programming environments do not support this form of feedback. In this study, we apply the theory of learning transfer to teach a language that programmers are less familiar with-such as R-in terms of a programming language they already know-such as Python. We investigate learning transfer using a new tool called Transfer Tutor that presents explanations for R code in terms of the equivalent Python code. Our study found that participants leveraged learning transfer as a cognitive strategy, even when unprompted. Participants found Transfer Tutor to be useful across a number of affordances like stepping through and highlighting facts that may have been missed or misunderstood. However, participants were reluctant to accept facts without code execution or sometimes had difficulty reading explanations that are verbose or complex. These results provide guidance for future designs and research directions that can support learning transfer when learning new programming languages.
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Assuage: Assembly Synthesis Using A Guided Exploration
Assembly programming is challenging, even for experts. Program synthesis, as an alternative to manual implementation, has the potential to enable both expert and non-expert users to generate programs in an automated fashion. However, current tools and techniques are unable to synthesize assembly programs larger than a few instructions. We present Assuage : ASsembly Synthesis Using A Guided Exploration, which is a parallel interactive assembly synthesizer that engages the user as an active collaborator, enabling synthesis to scale beyond current limits. Using Assuage, users can provide two types of semantically meaningful hints that expedite synthesis and allow for exploration of multiple possibilities simultaneously. Assuage exposes information about the underlying synthesis process using multiple representations to help users guide synthesis. We conducted a within-subjects study with twenty-one participants working on assembly programming tasks. With Assuage, participants with a wide range of expertise were able to achieve significantly higher success rates, perceived less subjective workload, and preferred the usefulness and usability of Assuage over a state of the art synthesis tool.
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- Award ID(s):
- 2123965
- PAR ID:
- 10376958
- Date Published:
- Journal Name:
- UIST '21: The 34th Annual ACM Symposium on User Interface Software and Technology
- Page Range / eLocation ID:
- 134 to 148
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3472749.3474740
