Issues in learning the language of Live Sequence Charts (LSC) and scenario-based programming

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This study examines the new paradigm of scenario-based programming, expressed in the language of LSC: How can this paradigm be used to introduce some CS fundamental ideas? How does previous experience with another paradigm (such as object-oriented programming or procedural programming) affect the transition to the new paradigm? How does the use of this paradigm affect problem-solving strategies? The results characterize the effects of students’ previous programming experience on their views towards LSC and their design practice in LSC. Our findings also show that LSC and the scenario-based paradigm enable students to take a more user-oriented perspective rather than an implementation-oriented perspective, and foster the perception of abstraction and non-determinism. The research was conducted with various populations – graduate students as well as high-school students.
This is the doctoral research of Giora Alexandron.

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