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Comparing Novice Programmers Performance with Block-based, Text-based, and Both Notations: A Study from Two Countries

Tomaž Kosar¹, Srd̄a Bjeladinović², Dragana Ostojić¹, Milica S. Škembarević², Žiga Leber¹, Olga A. Jejić², Matej Moravec¹, Filip Furtula², Miloš D. Ljubisavljević², Ivan S. Luković², Marjan Mernik¹ and Matej Črepinšek¹

1. University of Maribor, Faculty of Electrical Engineering and Computer Science
   Koroška cesta 46, Maribor, 2000 Maribor, Slovenia
   {tomaz.kosar, dragana.ostojic, ziga.leber, matej.moravec, marjan.mernik, matej.crepinsek}@um.si
2. University of Belgrade, Faculty of Organizational Sciences
   Jove Ilića 154, Beograd, 11000, Belgrade, Serbia
   {srdja.bjeladinovic, milica.skembarevic, olga.jejic, filip.furtula, milos.ljubisavljevic, ivan.lukovic}@fon.bg.ac.rs

Abstract

Teaching programming presents numerous challenges, one of which is selecting the most effective notation to introduce programming concepts to beginners. This study explores different notation approaches for learning fundamental programming concepts, with the objective of assessing how notation choice influences beginners’ performance. To investigate this, we conducted a controlled experiment during short-term visits aimed at promoting programming in primary schools. Our multinational study divided participants into three groups: one using blockbased notation (Poligot), one using text-based notation (Python), and one using both simultaneously (Poliglot). After completing a training session, the participants engaged in practical programming tasks to assess their performance in Python or the multiple-representation environment Poliglot. The results indicate that the choice of notation did not impact the performance of the participants significantly, as no statistically significant differences were found between the three groups. These findings were consistent across two different countries. Our study suggests that educators can use different notations (Python, Poliglot, or a combination) confidently when introducing programming to beginners. However, the performance results may improve when training sessions are extended over a longer period.

Key words

Programming Education, Block-based Programming, Text-based Programming, Multiple-representation Environments, Programming Engagement, Novice Programmers

Digital Object Identifier (DOI)

https://doi.org/10.2298/CSIS250401002K

Publication information

Volume 23, Issue 1 (January 2026)
Year of Publication: 2026
ISSN: 2406-1018 (Online)
Publisher: ComSIS Consortium

Full text

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How to cite

Kosar, T., Bjeladinović, S., Ostojić, D., Škembarević, M. S., Leber, Ž., Jejić, O. A., Moravec, M., Furtula, F., Ljubisavljević, M. D., Luković, I. S., Mernik, M., Črepinšek, M.: Comparing Novice Programmers Performance with Block-based, Text-based, and Both Notations: A Study from Two Countries. Computer Science and Information Systems, Vol. 23, No. 1, 33-59. (2026), https://doi.org/10.2298/CSIS250401002K