Experimental data from: "A Study on the Suitability of Visual Languages for Non-Expert Robot Programmers"

Once the three courses for the three learning scenarios - C# OOP programming, Sphero Edu visual programming and VEDILS authoring tool - were taught, the three student groups were asked to indicate using a scale between one and four - to avoid the selection of neutral options - their perception of the clarity and the interest of the exposition (CL and IT indicators), as well as the time spent studying the course contents (ST indicator).All the students also undertook the same three programming exercises, which were marked using the logical sense of the algorithms and the implementation degree of the functionalities required by the statements as evaluation criteria, and a scale between 0 and 2 (0 - Poor: The student did not resolve the exercise at all and the code has no logical sense, 1 - Average: The student only solved part of the exercise and part of the code has logical sense, 2 - Good: The student solved the whole exercise and all the code has logical sense) in order to reduce the subjectivity in the marking process.The maximum time available for completing the three exercises was ninety minutes. This time could be freely distributed among the exercises.Finally, the student groups were asked to indicate using a scale between one and four their perception of the difficulty level (DF1, DF2 and DF3 indicators) of the programming exercises, as well as the perceived enjoyment level in relation to the use of the development environment (EJ indicator).

在完成了针对三种学习场景的三个课程——C#面向对象编程、Sphero Edu可视化编程以及VEDILS创作工具——的教学之后，三个学生小组被要求利用一至四分的刻度——以避免选择中立选项——对其对讲座清晰度和兴趣的感知（清晰度与兴趣指标），以及学习课程内容所花费的时间（学习时间指标）进行评价。所有学生还参与了相同的三个编程练习，这些练习的评分以算法的逻辑性和实现程度为评价标准，并采用0至2分的刻度（0 - 差：学生完全没有解决练习，代码没有逻辑性，1 - 一般：学生只解决了部分练习，部分代码具有逻辑性，2 - 良好：学生解决了整个练习，所有代码都具有逻辑性）以降低评分过程中的主观性。完成三个练习的最大时间为九十分钟，学生可以自由分配时间。最后，学生小组被要求利用一至四分的刻度对其对编程练习难度级别的感知（DF1、DF2和DF3指标）以及使用开发环境的愉悦程度（享受指标）进行评价。