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The impact of programming experience and gender on coding behavior.

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Τίτλος: The impact of programming experience and gender on coding behavior.
Συγγραφείς: Chuang, Yung-Ting1 (AUTHOR) ytchuang@nycu.edu.tw, Su, Kuan-Chin1 (AUTHOR)
Πηγή: Thinking Skills & Creativity. Jun2026, Vol. 60, pN.PAG-N.PAG. 1p.
Θεματικοί όροι: Computer science education, Gender differences (Sociology), Educational outcomes, Debugging, Academic support programs, Computer software development, Cross-cultural studies
Περίληψη: Programming is a core skill in computer science education, crucial for developing problem-solving abilities and enhancing learning outcomes. Prior research, often limited by small samples or self-reported data, lacks further behavioral insights, especially in Asian contexts. This study investigates the impact of programming experience and gender on coding behavior to improve curriculum design and teaching strategies. To address this, we analyzed 180 participants' coding behavior across three programming challenges, measuring time spent in the development environment, copy-and-paste frequency, submissions, and correctness rate. Our findings reveal that participants with greater programming experience employed more sophisticated coding and debugging strategies, whereas those with less experience often neglected structured planning, making it more difficult for them to achieve higher accuracy. Additionally, notable gender differences were observed: males tended to debug iteratively with higher submissions, while females spent more time understanding problems before implementing solutions. Overall, both programming experience and gender influenced coding behavior, underscoring the need for tailored instructional support to enhance learning effectiveness and engagement. Unlike earlier studies dominated by Western samples and self-reported data, this study provides objective behavioral evidence from Asian learners, adding cross-cultural insight into how programming experience and gender shape coding behavior. • More experience leads to better coding strategies, while novices struggle with planning. • Males debug iteratively, whereas females spend more time analyzing before coding. • Coding time, submissions, and accuracy differ based on skill and gender. • Tailored instructional support improves programming learning outcomes. [ABSTRACT FROM AUTHOR]
Βάση Δεδομένων: Supplemental Index
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  – Url: https://www.doi.org/10.1016/j.tsc.2025.102126?
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IllustrationInfo
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  Data: The impact of programming experience and gender on coding behavior.
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  Data: <searchLink fieldCode="AR" term="%22Chuang%2C+Yung-Ting%22">Chuang, Yung-Ting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ytchuang@nycu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Su%2C+Kuan-Chin%22">Su, Kuan-Chin</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Thinking+Skills+%26+Creativity%22">Thinking Skills & Creativity</searchLink>. Jun2026, Vol. 60, pN.PAG-N.PAG. 1p.
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  Data: <searchLink fieldCode="DE" term="%22Computer+science+education%22">Computer science education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+software+development%22">Computer software development</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Programming is a core skill in computer science education, crucial for developing problem-solving abilities and enhancing learning outcomes. Prior research, often limited by small samples or self-reported data, lacks further behavioral insights, especially in Asian contexts. This study investigates the impact of programming experience and gender on coding behavior to improve curriculum design and teaching strategies. To address this, we analyzed 180 participants' coding behavior across three programming challenges, measuring time spent in the development environment, copy-and-paste frequency, submissions, and correctness rate. Our findings reveal that participants with greater programming experience employed more sophisticated coding and debugging strategies, whereas those with less experience often neglected structured planning, making it more difficult for them to achieve higher accuracy. Additionally, notable gender differences were observed: males tended to debug iteratively with higher submissions, while females spent more time understanding problems before implementing solutions. Overall, both programming experience and gender influenced coding behavior, underscoring the need for tailored instructional support to enhance learning effectiveness and engagement. Unlike earlier studies dominated by Western samples and self-reported data, this study provides objective behavioral evidence from Asian learners, adding cross-cultural insight into how programming experience and gender shape coding behavior. • More experience leads to better coding strategies, while novices struggle with planning. • Males debug iteratively, whereas females spend more time analyzing before coding. • Coding time, submissions, and accuracy differ based on skill and gender. • Tailored instructional support improves programming learning outcomes. [ABSTRACT FROM AUTHOR]
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        Value: 10.1016/j.tsc.2025.102126
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      – Code: eng
        Text: English
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      – SubjectFull: Computer science education
        Type: general
      – SubjectFull: Gender differences (Sociology)
        Type: general
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      – SubjectFull: Debugging
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      – SubjectFull: Computer software development
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      – SubjectFull: Cross-cultural studies
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              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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