Exploring the Relationship between Debugging Self-Efficacy and CASE Tools for Novice Troubleshooting

Gilbert, Cole, McDonald, Brian ORCID: https://orcid.org/0000-0002-0611-6499 and Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 (2024) Exploring the Relationship between Debugging Self-Efficacy and CASE Tools for Novice Troubleshooting. In: UKICER '24: Proceedings of the 2024 Conference on United Kingdom & Ireland Computing Education Research. ACM, UK. ISBN not known (In Press)

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Abstract / Summary

Novice software developers encounter pitfalls which evoke learning experiences that are more often frustrating than enlightening. Such experiences dampen their debugging self-efficacy, impacting their attainment and retention. Structured debugging using computeraided software engineering (CASE) tools could help students overcome these obstacles. Unfortunately, students find such tools challenging to use because they tend to cater to the needs of experts
rather than novices. This paper examines the relationship between debugging self-efficacy and CASE tools. The study challenged 66 undergraduate computing students to complete a small-scale troubleshooting task in C#, allocating them to one of three groups: those using a simplified tool for novices, others using an off-the shelf tool, and those using no tool.
Analysis shows significant differences between the groups (� = .02, �2,p= .32). Using an off-theshelf tool or no tool decreases debugging self-efficacy. There was
no change in debugging self-efficacy when using the simplified tool.

These findings suggest that educators should exercise caution when using off-the-shelf tools due to their impact on students’ debugging self-efficacy. Simplification appears to mitigate the negative effect but does not seem to offer any improvement.

Item Type:	Book Section
ISBN:	not known
Subjects:	Computer Science, Information & General Works Education
Courses by Department:	The Games Academy
Depositing User:	Brian McDonald
Date Deposited:	17 Oct 2024 11:45
Last Modified:	17 Oct 2024 11:45
URI:	https://repository.falmouth.ac.uk/id/eprint/5739

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