A Review of Solutions to Assist Novice Programming Students in Africa

Abstract

This study explores the landscape of initiatives aimed at supporting novice programming students with a focus on Africa, where challenges in accessing quality instructional materials and resources persist. Drawing from a scoping review methodology, this study analysed 37 articles from various continents to assess the solutions offered and Africa's contribution to the body of literature. The findings revealed a diverse array of solutions, including augmented reality, chatbots, instructional frameworks, educational games, and specialised tools for progress evaluation. While the United States and Japan lead in contributions, Africa shows growing engagement primarily represented by South Africa and Mauritius. However, broader collaboration and inclusivity among researchers from diverse regions have been emphasised to advance the field globally. This study emphasises the importance of addressing the challenges faced by novice programmers through innovative pedagogical strategies and emerging technologies to ensure equitable access to programming education worldwide. Furthermore, this study found that it would be beneficial for these technologies to be adjusted to become compatible with inexpensive mobile devices, enabling engaging experiences even in regions with insufficient infrastructure. Future research should include wider geographical coverage and incorporate qualitative methods to enrich understanding and promote collaborative programming initiatives. 

https://doi.org/10.59200/ICONIC.2024.026