| Pedagogy |
| Concept-centric |
Teaching object oriented concepts first as opposed to following the traditional sequence of teaching IPC concepts. |
No significant differences in students’ performances. |
Janke, Brune & Wagner, 2015 |
| Physical computing modules to teach programming concepts. |
Enhanced students’ motivation towards learning. |
Rubio et al., 2014 |
| Activity-centric |
Altering the activity sequence by following the sequence of approach, deployment, result, and improvement. |
Positive impact on students' learning and final outcomes. |
Iqbal Malik & Coldwell-Neilson, 2017 |
| Pedagogies comparisons to examine pedagogies based on different sequence of activities. |
Active learning pedagogy approach resulted better outcomes. |
Seeling & Eickholt, 2017 |
| Empowered students to plan and schedule the course related activities themselves. |
Improvements in students’ performance. |
Seeling, 2016 |
| Examined the impact of the flip - classroom approach. |
Identified good, bad and worst aspects of flip-classroom approach. |
Rosiene & Rosiene, 2015 |
| Robot Olympics, as an activity that was based on first code and then refinement of the code. |
Improvements in students’ performance. |
Scott et al., 2015 |
| Examined the impact of playing multi player online game. |
Better performance as compared to the controlled group. |
Malliarakis, Satratzemi & Xinogalos, 2016 |
| Virtual worlds project to bridge gap between imperative and object oriented paradigm. |
Identified activities to design the learning process. |
Wood & Keen, 2015 |
| Feedback |
| Dynamic |
Reporting anti-patterns in students’ programs. |
Immediate feedback by evaluating students’ programs. |
Ureel & Wallace, 2019 |
| Feedback using test-driven technique. |
Ureel & Wallace, 2015 |
| Video |
Video feedback technique in comparison to written feedback. |
Students preferred video feedback over written feedback. |
Hilton & Rague, 2015 |
| Dashboard |
Analysis of programming and learning behaviors presented through dashboard. |
Improvement in the process of feedback deliverance by providing insight into students’ learning. |
Fu et al., 2017 |
| Visual feedback and its effect on students’ performance. |
Students’ performances were not improved through visual feedback without system interactions. |
Seanosky et al., 2017 |
