Easing the transition from block-based programming in education : Comparing two ways of transitioning from block-based to text-based programming and an alternative way to solve the transition problem

Abstract: Many learners find the transition from block-based programming to text-based programming difficult. Consequently, research has investigated how block-based languages support learners when making the transition to text-based programming. It categorized the way in which block-based languages support the transition into one-way transition, dual-modality and hybrid environments. This research investigates how one-way transition environments compare to dual-modality environments with regards to learning a text-based language, and how the two modalities differ with regards to the motivational factors satisfaction, enjoyment and easiness. The results show that dual-modality environments could be a better alternative than one-way transition environment when learners make the transition from block-based to text-based programming. The results also show that solving a problem in dual-modality environments could be easier than solving them in one-way transition environments, which could potentially mean that learners experience more motivation when making the transition in a dual-modality environment. This study also investigated if there is an alternative to one-way transition, dual-modality and hybrid environments when helping learners transition from block-based to text-based programming, and what a learning activity in this alternative solution could look like. It found that Blockly Games is an alternative, and describes a learning activity built in Blockly Games. Future research should aim at gaining a deeper understanding of the differences between one-way transition, dual-modality and hybrid environments, and investigate if the approach taken by Blockly Games is a better alternative.