Students' difficulties in learning programming: A systematic review of the literature
DOI:
https://doi.org/10.14571/brajets.v18.n3.994-1009Keywords:
Programming, Active methodologies, Inclusion, LearningAbstract
The main objective of this study was to systematically review the literature on students' difficulties in learning programming, addressing conceptual, emotional and practical challenges. The search followed the PRISMA protocol, with a systematic search of articles published between 2020 and 2024 in the IEEExplore, Web of Science, and Online Library Wiley databases. The inclusion criteria included peer-reviewed studies in Portuguese, English, and Spanish, resulting in the analysis of 69 articles. The main challenges encountered include the difficulty of students in understanding abstract concepts, such as variables and loops, and the lack of interactive resources that connect theory to practice. Effective strategies to overcome these barriers include the use of active methodologies, such as serious games and visual programming platforms, as well as educational robotics and agile methodologies. Tools adapted for visually impaired students were also mentioned as fundamental for inclusion. The study suggests that the implementation of interactive and cooperative methodologies, combined with inclusive and technological practices, can significantly improve programming learning. Continuing teacher training and the adaptation of curricula are important to make programming education more effective and accessible to a wide range of students.
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