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As more people turn to discretionary online tools to learn new skills such as computer programming, exploring how to better support a wide range of learners is becoming increasingly essential to train the next generation of highly skilled technology workers. In our prior work, users with high learner autonomy complained that most online resources they used to learn more programming did not provide them with the flexibility they preferred to navigate through learning materials, locking them into a set sequence of topics/concepts. To explore this, we implemented a level-jumping feature into an online educational programming game. We tested it with 350 new users, tracking their progress through the game for 7 days each. We found that those with high learner autonomy did use the level jumping feature more than those with low learner autonomy. We also found that males were more likely to use this new feature, regardless of learner autonomy level, compared to their female counterparts. Finally, we found that those with low learner autonomy ultimately completed more levels than their high autonomy counterparts, and that this was particularly true of female learners (who completed the most levels overall). Based on these findings, we believe that autonomous-supportive features such as flexible navigation may be beneficial to all users of online educational tools, and that encouraging its use by a wider group of users (particularly females), may increase positive effects. 

People often learn programming in face-to-face courses or online tutorials. Interactive computer tutors---systems that provide learning content interactively---are becoming more common in online tools such as those teaching computer programming. Studies have shown that teachers, interactive computer tutors, and the combination of both are efficient and effective in teaching programming. However, there is limited understanding of the comparative perspectives of learners learning from these two different sources. We conducted an exploratory study using semi-structured interviews and recruited 20 participants with programming experience from both teachers and interactive computer tutors. Speaking with our participants, we surfaced factors that learners like and dislike from the two learning resources and discussed the strengths and weaknesses between the two. Based on our findings, we discuss implications for designs that programming educators and interactive computer tutor developers can use to improve their teaching effectiveness. 

People typically learn programming from teachers in in-person courses or online tutorials. Interactive computer tutors---systems that deliver learning content interactively---have become more prevalent in online settings for teaching skills such as computer programming. Research has shown the efficiency and effectiveness of learning programming from teachers, interactive computer tutors, and a combination of both. However, there is limited understanding of learners' comparative perspectives about their experience learning from these different resources. We conducted an exploratory study using semi-structured interviews, recruiting 20 participants that had experience learning programming from both teachers and interactive computer tutors. We identified factors that learners like and dislike from both learning methods and discussed the strengths and weaknesses of them. Based on our findings, we propose suggestions for designers of interactive computer tutors, and for programming educators.