An Educational System Design to Support Learning Transfer from Block-based Programming Language to Text-based Programming Language

Soyul Yi, Youngjun Lee


In programming education, novices normally learn block-based programming languages first, then move on to text-based programming languages. The effects of learning transfer on learning two or more languages in programming education has had positive results. However, block-based and text-based programming languages have different figurations and methods, which can occur cognitive confusion or increase cognitive overload for learners. Thus, it is necessary to develop an educational system that supports learning transfer. We suggest using the following design principles: utilization of advanced organizers, problem solving-based learning content, and simple and intuitive user interface and screen layout. Two types of screen composition modes are presented: training mode and practice mode. Future research must implement and apply this design in the educational field to verify its effectiveness.


Scratch 2.0; Python; block-based programming language; text-based programming language; educational program system; learning transfer

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