The Role of Domain Familiarity to Learn Introductory Programming

Abstract

Learning introductory programming concepts can be challenging for novice learners. Providing tasks related to the main field of study might serve as a facilitator during the learning process. This study aims to observe how a group of university students, who enrolled in a programming class for the first time, perform programming tasks by domain familiarity—110 university students involved in this mixed study. One group performed the domain familiar task while the other one performed the unfamiliar one. In the second activity, the groups were reversed. The quantitative analysis indicated that domain familiarity does not affect programming performance. © 2023 17th International Conference on e-Learning and Digital Learning 2023, ELDL 2023 and 11th International Conference on Sustainability, Technology and Education 2023, STE 2023. All rights reserved.